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Unit1
Were here!
Ask students to look at the unit title and explain that when we arrive
somewhere, we can either say Were here! or Weve arrived!
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), citt (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.
Class bonus
If students worked with a partner in Exercise 4, they could now
work with a different partner. Alternatively, they could work with
one partner to write the sentences and then read the sentences
written by a different pair of students.
Extra practice
Here are some other names of places in the centre of Oslo:
Konserthus, Kulturhistorisk Museum, Nasjonalgalleriet. Ask
students for their names in English.
5 Ask students to complete the exercise. Check answers.
6 Ask students to complete the exercise.
7 Students can do this exercise in pairs.
8 Ask individual students how they would travel and why.
More activities
Students could write an email to a foreign friend who is
visiting soon, giving advice about travelling from the airport.
PHOTOCOPIABLE
Unit2
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.
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 caf menu below.
2 Students can work in groups and design a menu for their school caf.
Continental breakfast
Croissant, butter and jam, with fresh orange juice and tea or coffee
Freshly baked Danish pastries
Beverages available all day
Freshly ground coffee, Cappuccino, pot of tea,
100% pure orange juice, pressed apple juice,
Mineral water still or sparkling
PHOTOCOPIABLE
Unit3
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
goats cheese? Where will I find sausages?
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?
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 1118%
cash refund. This depends on the amount spent in one
store; for food items the cash refund is between 7 and
8%. Make sure you look for stores displaying the tax-free
shopping logo when shopping.
2 Refund Cheque
Ask for a Global Refund Cheque and confirm that you
live outside the country. The shop assistant will then wrap
and seal the products.
Ensure that you write your name, address and ID / passport
number on the cheque before going to the Refund Counter.
3 Refunding
When leaving the country, show our representative
your ID, the sealed products and the Global Refund
Cheque(s). You will then receive your Cash Refund.
PHOTOCOPIABLE
Unit4
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.
Focus on verbs
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.).
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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Unit5
Somewhere to stay
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.
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.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE
Unit6
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 chemists 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.
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.
68 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. Ive got backache. Ask
a student to make a similar sentence about a different
ailment, e.g. Ive 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 Katkas 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?
Ask students when they would say Youll 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.
Unit7
Whos it from?
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
Weve 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
Im
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?
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
were going to + the name of the sight, e.g. Tomorrow
were going to go snorkelling on the Great Barrier Reef.
The other students have to complete the sentence Youre
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
PHOTOCOPIABLE
Unit8
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.
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.
57 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.
PHOTOCOPIABLE
Unit9
Lets go there
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.
67 Students can do these exercises in pairs. Check answers.
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.
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.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE
Unit10
Id like to register
More activities
Below you will find information about the common cold.
Before students read the text, ask them to say what you can
do to prevent getting a cold, and how to treat it. Students can
then read the text and check their answers.
http://www.common cold.html
Home
Reviews
Resources
About
Common cold
Prevention
Unfortunately there is no vaccination to stop you from
getting a cold. However, if you have a cold, there
are some things you can do to help prevent it from
spreading:
wash your hands regularly and properly, especially
after touching your nose or mouth and before
handling food.
always sneeze and cough into tissues.
do not share cups or kitchen utensils with others.
Treatment
You can treat the symptoms of a common cold at home.
The following self-care advice may be helpful:
drink plenty of uids to keep yourself hydrated.
Water is best, but warm drinks can be soothing.
try to rest and avoid strenuous activity.
raise your head as you sleep by having an extra
pillow on your bed. This can help reduce coughing
at night.
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 dont feel very
well. Have you got any appointments for this afternoon?
7 Get students to do the exercise. Check answers. Ask students
what they would say when they phone the medical centre in
these situations.
PHOTOCOPIABLE
Unit11
Whats on tonight?
Ask students to look at the unit title and explain that on means
on TV.
B Spirited away
4 Make sure that students read the three options before they
skim the review.
12 Ask students if they would like to see the film. Elicit reasons.
More activities
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.
programme
programme type
7.00 7.30
BBC1
A Question
of Sport
quiz show
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 evenings 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
Film review
The Perfect
Storm
The story is about what happened to the Andrea Gail, a shing
boat that in 1991 was caught off the coast of Massachusetts
during Hurricane Grace; probably the worst storm at sea
ever. On board the boat are the captain Billy Tyne (an
unglamorous George Clooney) and ve other shermen. The
boat has gone out to sea for its last trip of the season and is
heading home when the storm hits. The lm is based on the
book of the same title by Sebastian Junger.
The special effects are incredible and viewers are
transported to the middle of the angry ocean. Some may
even get seasick! Men go overboard, powerful waves break
the wheelhouse windows, and the boat overturns and
rights itself more than once. The performances of Clooney
and Mark Wahlberg, the lms other star, are excellent.
In the book, Junger recounts the story of several other
unfortunate boats and some of these are included in the
lm. These sub-plots show how dreadful the storm was,
but they distract from the main storyline. However the
scenes showing the crews worried families and friends
back at home in Gloucester, Massachusetts are good.
The lm is worth watching, but I prefer Jungers book.
As he says, there are some things we cant possibly know
if we werent there.
PHOTOCOPIABLE
Unit12
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?
Learning tip
B General English
1 Get students to work in pairs and try to predict the answers
to questions ah. 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.
VISITORS 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 visitors visa, if applicable. Australian citizens dont 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 visitors 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 visitors visa to travel to New Zealand
and you wont even be allowed to board a plane to New
Zealand without one.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE
Cambridge University Press 2008
Unit13
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.
13 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.
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.
Wheres her helmet? asked Mr Rinaldi, Cristinas
father.I know she had a helmet. She always wore a
helmet.
She didnt come in here with a helmet, the
policeman told him.
I cant 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.Its
OK. Im sure shes going to be all right.
They waited ten more minutes before the doctor
came to see them.
Shes lucky, the doctor said.Shes going to be
OK.You can see her now, but she doesnt remember
anything about the accident.
The doctor took them into the room where Cristina
lay in bed. Cristinas mother and father began to cry.
Are you sure shes OK? they asked.Cant we take
her home now?
No, its 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.Its
not safe for you in the city. Its not only the traffic. We
hear so many terrible things. Please, Cristina, your room
is there for you. Come back and well look after you at
home.You can change your job if its 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 werent happy about her staying in the flat on
her own after the accident. Cristina couldnt 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? Hed like it and he could
look after you. Or maybe your mother could stay with
you for some time. Just until you are better.
Learning tip
Emphasize the point that students should choose a reader that is
relatively easy for them to read. If there are too many unknown
words, they will not be able to develop any fluency.
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Cambridge University Press 2008
Unit14
Use a pencil!
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
Doesnt 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
lled with actors and artists from all over the world. They
come to Edinburgh for the biggest arts festival in Britain.
During this time the streets of the city are alive with music
and dance from early morning until late at night. You can
even see artists painting pictures on the streets. One of the
best parts of the Festival is the Fringe, where students do
comedy shows in small halls and cafs.
Tens of thousands of tourists come to the Festival to see
new lms and plays, and hear music performed by famous
musicians. This year, you can see over ve hundred
performances with actors from more than forty countries.
The tickets for these performances are quite cheap and it is
B Is it A, B or C?
Explain to students that in Section B, the texts are from actual
KET exam papers.
1 Ask students to do the exercise. Check answers.
2 Remind students to read the instructions carefully and to
mark their answers in pencil. Ask students to do the exam
tasks. Check answers.
More activities
1 Get students to download sample exam papers from
the website www.cambridgeesol.org. They should go
to Support (at the top of the homepage) and then to
the Free downloads section. Point out, however, that
most students who do the exam usually do a special
preparation course before taking the exam.
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Unit15
Learning tip
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 youre 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.
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. Ive just seen on the noticeboard that
theres 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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Unit16
Im working nights
Ask students to look at the unit title and ask them what kind of
people work nights (nurses, hotel staff, etc.).
More activities
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 peoples 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.
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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 ve hours a day, to a
maximum of 25 hours per week. In return, you will get
board and lodging (a private room), all your meals, plus
at least 55 pocket money each week. In addition, you
should get two full free days per week to spend as you
choose. During the school holidays, you may be offered
more money and asked to work longer hours. Make sure
you agree the terms before you do the extra work.
Most au pairs choose this type of work so that they can
improve their English and living with a family is a good
way to do this. You may also get time off during the day
to attend language classes.
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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?
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.
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.
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
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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Unit2
Airmail, please!
Write the unit title on the board and ask students to predict what
the unit is about (sending mail abroad).
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.
Learning tip
Emphasize the point that we often skim a text the first time we
look at it. We then read again parts of it which are important to
us. Remind students not to read each text in this unit from the
first word to the last.
1 Students skim the text and decide what it is about. Check
answers with the class. Ask students to say why the other two
answers are not correct.
2 Go through the instructions with the class. Make sure that
students understand that surface mail is sent by land rather
than by plane.
Students can predict which of the three options is true. They
then read the text to check their predictions.
3 If you are teaching a multilingual group in an English-speaking
environment, ask students if they use airmail or surface mail
to send mail home.
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.
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Unit3
Whats on?
Explain to the class that we can also use Whats on? as part of a
longer question, e.g. Whats on TV tonight?
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. Dont
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 whats on.
Extra practice
If you are teaching a multilingual group in an English-speaking
environment, you could plan a trip to the cinema together.
Before the trip, students could read about the film on the
Internet or you could do some work on a text in class.
If you have any English DVDs, you might consider lending them
to your students or watching a film in class.
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Unit4
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.
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).
56 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.
23 Encourage students to skim the customs guide by setting a
time limit, e.g. 30 seconds.
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/cant be brought into Britain on the website www.
defra.gov.uk.
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Unit5
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.
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.
PHOTOCOPIABLE
Unit6
Somewhere to stay
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.
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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Unit7
More activities
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 havent been in a cable car, Im 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.
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 dont 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.
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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Unit8
Its ringing
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.
45 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.
More activities
If you are teaching a monolingual group in their own country,
ask students to look at the instructions in a public telephone
box. Are the instructions given in English? In what other
places in the town/city can they find information in English?
Encourage them to read any information/instructions in
English whenever they can.
PHOTOCOPIABLE
Unit9
Dont worry!
Learning tip
Elicit from the class that commas arent 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.
78 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 dont
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.
Class bonus
Students can act out the conversation more than once with a
different partner each time.
Extra practice
Alternatively, students can choose any other type of medical
problem and find out what advice the NHS website gives.
More activities
1 If anyone in your class is a nurse or a doctor, ask them
about their work.
2 Discuss hospitals and doctors in the area with the class.
Does each hospital have an A&E department?
PHOTOCOPIABLE
Unit10
A Whats it about?
1 Make the point that newspaper headlines usually summarise
the main point of the article. Explain that headlines dont
usually include small words such as a/an, the, his/her.
Students can either use their dictionaries to look up any
unknown words, or they can work in pairs or small groups
and help each other with any unknown words.
Ask students to tell the class what they think might have
happened in each story.
2 If students dont know some of the words, encourage their
classmates to help them with the meaning.
3 After students have written their sentences, you can ask two
or three students to read out the sentence they have written
about the first story. Repeat this procedure for the second and
third stories, but dont check answers at this stage.
4 Tell students to underline the words in the stories as they find
them. Ask students if they matched the words in Exercise 2
with the correct story.
5 Ask individual students to tell the class if any of their guesses
were correct.
6 You can ask students who arent interested in football to read
all three articles again and note all the body parts that are
mentioned. Alternatively, students can look for words which
are used for people, i.e. ball boy, referee, player, goalkeeper,
father, daughter, man, little girl, police captain, visitors.
7 Give one or two example questions for article 1. Students
then write their own questions for each of the articles.
More activities
1 Ask students to write some newspaper headlines for
unusual stories, e.g. Spider kills three, Man finds mouse
in soup, Woman thinks husband is burglar. Remind them
to use the present simple in the headlines and also not
to include a/an, the, his/her, etc. Give each student a
small piece of paper on which to write their newspaper
headline. Students can then exchange headlines. They
have to write the short article that follows the headline on
the slip of paper they received.
2 Alternatively, ask students if they know any other strange
but true stories.
Class bonus
Divide the class into three groups. Students in Group 1 write
questions about Article 1, students in Group 2 write questions
about Article 2 and students in Group 3 write questions about
Article 3. Students in Group 1 each give their questions to
someone in Group 2; students in Group 2 each give their
questions to someone in Group 3; and students in Group 3
each give their questions to someone in Group 1. Tell students
to answer the questions on a separate piece of paper.
When students have answered the questions, they then give the
questions to someone from the other group. In this way, each
student answers two sets of questions one about each article.
Learning tip
Ask students if they read for pleasure in English. What do they
read? What would they recommend other students to read?
9 Encourage students to record new vocabulary in a notebook
if they dont already do this.
Extra practice
Point out that the aim of asking yourself questions is to help you
to understand the text. The aim is not to test yourself.
PHOTOCOPIABLE
Unit11
1 Check the answers with the class and complete the chart on
the board.
Extra practice
Ask students if they or any of their friends are members of social
networking websites, e.g. WAYN, myspace or facebook.
More activities
Ask students what other emails they receive. Give one or two
examples yourself.
Class bonus
Students can write their email addresses on the board for
everyone to copy or they could write their addresses on a list.
Photocopy the list so that everyone has each persons address.
You could give the class your email address so that students can
contact you if they are going to miss a lesson, cant remember
the homework, etc.
PHOTOCOPIABLE
Unit12
Class bonus
Go around the class as students choose their six words. Help
them with any letters that they dont know how to pronounce.
More activities
Get ready to read
There are some examples of the differences between British and
American English in the key. Here are some others you can use
as examples:
a In American English, the past participle of got is gotten,
e.g. The weather has gotten worse. (British English = The
weather has got worse.)
b In American English, schedule is always pronounced with a
/sk/ sound; in British English it is either pronounced /sk/ or
with a soft // sound.
c In American English, words such as customize, legalize,
always end in ize; in British English, these words can end in
ize or ise, i.e. customise, legalise.
d The clothes trousers, waistcoat, vest and trainers in British
English are pants, vest, undershirt and sneakers in American
English.
Focus on spelling
Check the answers with the class. Ask individual students to spell
the words.
4 You could explain to the class that there are very few rules
about English spelling. You could even mention one or two
words that you have problems with.
5 Ask if anyone has an electronic spellchecker with them. If they
type in an incorrect word from the list, the spellchecker will
probably show the correct spelling. This should be the other
word in the pair in Exercise 1.
6 Students can check the spellings in small groups.
Extra practice
Make sure that students check the spelling of the problem words
in a dictionary before they write them down.
Students can use their own list of words to test their classmates.
They say a word from their list for other students to write down
correctly.
More activities
1 Explain that before handing in any written work, students
should read it carefully and correct any spelling mistakes.
2 Give students a piece of written text which contains
several spelling mistakes and ask them to correct it.
Alternatively, make a note of all the spelling mistakes in a
piece of written work that the class has done. Ask students
to correct the mistakes.
PHOTOCOPIABLE
Unit13
How do I join?
1 After checking the answer with the class, ask students what
they understand by other media (DVDs, CDs, etc.).
A Joining a library
Learning tip
Class bonus
Make sure that students can say the charges in the leaflet.
Write some of the figures on the board and ask students to say
them. Leave the figures on the board. After students have done
the pairwork, ask them to look at the figures you wrote on the
board and to say what they refer to, e.g. 5 pence People who
are under 18 pay 5 pence per day for the first week a book is
overdue.
Extra practice
If you are teaching a multilingual group in an English-speaking
environment, you could consider going to a local library as a
class. Perhaps you could arrange for someone to give you a talk
when you get there.
Encourage students to borrow books, read as much as they can
and exchange with each other any readers they may have.
More activities
1 Ask students to make word families of their own.
Encourage them to look in their dictionaries and find
related nouns, verbs and adjectives, e.g. satisfaction
(noun), satisfy (verb), satisfactory (adjective). They could
also look for adverbs, i.e. satisfactorily.
2 If there is a school library, ask students to explain how it
works. For example, do you need to be a member, or can
any student use the library? How long can you keep a
book?
More activities
1 Play a memory game. Students describe the library services
in their own words. Invite each student to make one
statement each and not to repeat anything that someone
else has already said.
2 Students write true/false statements similar to those in
Exercise 2. They then use the statements to play a memory
game in pairs. Students take turns to read out their
sentences; their partner must say from memory whether
the sentence is true or false.
Unit14
Tell students that they will also come across the word racket;
both spellings are correct.
Learning tip
Make the point that that way we read something depends on
our purpose in reading.
12 Remind students not to worry about understanding
every word in the text. Their aim should be to identify the
information they need to do the exercise.
35 Ask students to check their answers in pairs before getting
class feedback.
Class bonus
Students can role play the conversation with several different
partners.
More activities
1 Practise the names of sports and physical activities. Ask
individual students to come to the front of the class and
to mime an activity. The other students have to guess the
activity.
2 Students write a notice about a sport or activity they enjoy
and display these on the class noticeboard.
Extra practice
Students will find descriptions of squash and real tennis on the
website www.wikipedia.com There is also a brief description of
squash on www.wisegeek.com and a detailed description of real
tennis on www.real-tennis.nl.
More activities
1 Students imagine that they either took up squash at the
sports centre or they paid for the real tennis introductory
session. They can write an email to a friend describing
what happened or they can tell a partner.
2 Alternatively, students work in pairs with someone who
chose the other activity. Students tell their partner what
happened. Encourage the other student in each pair to ask
questions.
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
Unit15
Read through the list with the class and make sure that students
understand their meaning before they rank the things in order.
Find out which of the things the greatest number of students
chose as the most important and which as the least important.
Ask the class if anyone works or has worked in a shop. What
did it sell? Ask students which products they would be most
interested in selling.
A Job profiles
Elicit or explain that profiles means descriptions.
1 Remind students to look only for the information needed to
answer the question. If you like, you can set a time limit for
this exercise, e.g. one minute.
2 Again, set a time limit in order to encourage students to skim
the text.
3 Look at an example with the class. Students find the first
job title stockroom assistant. Ask students if they know
the meaning of stockroom. Encourage them to scan the
dictionary entries for help with the meaning. Elicit that the
stockroom is the room where the goods are kept before they
move into the shop. A stockroom assistant is someone who
works behind the scenes rather than in the shop itself.
Students use the dictionary entries to work out what the jobs
are. Ask someone to describe each persons job.
More activities
1 Practise the words in the dictionary entries with the class.
Ask them questions which include the words, e.g. Which
company do you work for? How many employees are
there? Have you ever worked in retail?
2 Look at the example with the class. Ask students to scan the
two profiles and find the information which gives the answer
(Liam joined as a Christmas temp (line 1), Natalie spent
the Christmas period on a temporary contract (lines 34).
Students can do the rest of the exercise in pairs. They can
either work together to find the answers, or they can work on
their own and then compare answers.
Check the answers with the class. Ask one student to say He
and/or She, and another student to read out the information
in the text which gives the answer.
3 Look at an example with the class. Ask students to find the
information which tells them that Liam doesnt still work in
the same store.
Students can do the rest of the exercise in pairs. Check the
answers with the class. Ask individual students to read out a
sentence each.
4 Point that two of the questions ask students what they
think. There is information on the webpages which gives the
answers to the other two questions.
Class bonus
Divide the class into two groups. One group invents more details
for Liam and the other group invents more details for Natalie.
Allow time for students to read the other persons profile again
and to prepare some questions to ask them. Students can work in
pairs within a larger group. Students then interview a partner from
the other group. Students can interview more than one partner.
5 After students have done the exercise, ask one or two of
them to read out what they have written. Ask the other
students if they agree.
6 Ask students what they think a Cash Office Assistant does.
(This person works in accounts and with the money that the
shop takes.) Ask students which of the positions they would
be most interested in.
Extra practice
Remind students to try and work out the meaning of any
unknown words in every text they read.
Students can also go onto the HMV website www.hmv.co.uk and
find out more about the company and the jobs it offers.
More activities
1 If your students have jobs, encourage them to write a list
of peoples names and positions in their company.
2 Students can write a profile of their own job (as in the
webpages) or of their ideal job if they dont work.
Unit16
Focus on vocabulary
If you like, you can tell students that the missing words are in the
order in which they appear in the advertisements. For example,
they will find the missing word in sentence b after vacancy and
before the missing word in sentence c.
7 Look at the example with the class. Ask students to find
the words in the first advertisement which give the answer
(Two Saturdays per month, 9.30am 1.00pm). Check the
answers with the class. Ask one student to say the answer
and another student to read out the information from the
corresponding advertisement which gives the answer.
More activities
Play a guessing game. Students take it in turn to choose a job
(which they keep secret). Their classmates ask questions about
the job and try to identify it. Students can play the game in
groups.
B Im going to apply
1 Ask students to give examples of personal details (name,
date of birth, nationality, etc.).
2 Remind students that they should skim the application form
and not read every word. You could set a time limit, e.g. one
minute.
3 If necessary, remind students again to skim the application
form.
45 Ask students to look at the form in pairs and to do these
exercises together.
6 This exercise could be set as homework if you prefer.
Class bonus
Students can role play an interview for a job at Called to the Bar.
One student is the interviewer and the other is the applicant for
the job. Students can work in pairs to prepare questions for the
interview. They can then work with a different partner to role play
the interview.
More activities
1 If you are teaching a multilingual group in an Englishspeaking environment, ask if anyone is doing a part-time
job. What do they think are the best jobs for English
students?
2 Discuss with the class the difference between an
application form and a CV. (An application form is
available from the company; a CV is created and
presented by the job applicant. Students could then write
their own CV.
If you are teaching a multilingual group in an English-speaking
environment, you might like to offer to go through the CVs of
any student who may actually apply for a job while they are
studying.
PHOTOCOPIABLE
Unit1
Look at the unit title with the class. Ask students what you have
to do if you decide to cook something. Elicit/Explain that you
may have to look at a recipe to decide what to make and then
go to the shops to buy the ingredients.
Focus on verbs
Before doing the exercise, ask students to look quickly at all eight
pictures. Elicit that these show ways of preparing food.
Put students into pairs and get them to do the exercises
together. After checking the answers, you can ask students to
name other verbs which are connected with cooking. (Examples
include: bake, boil, fry, grill, roast.)
3 After checking the answers, elicit/explain the meaning of al
dente (to the tooth, i.e. not overcooked). Ask students to
read the instructions again and circle all the verbs which are
connected with cooking (fry, add, bring to the boil, lower the
heat, simmer, cook, drain, mix, serve).
4 Before doing the exercise, elicit/explain the meaning of egg
white and egg yolk.
After doing the exercise, put students into pairs and get them
to write true/false statements like those in Exercise 3. Go
around the class giving help and encouragement as students
work. Each pair then exchanges their statements with another
pair who decides if their statements are true or false.
More activities
1 Play the Ingredients game. Students work in pairs and
write a list of ingredients. Set a time limit, e.g. three
minutes. When the time limit is up, ask individual students
to name an item each. Students tick the items on their list
as they hear them. (They can also add words to their list
as other students say them.) The winner is the pair with
the most words on their list. Alternatively, students can try
and name one ingredient for each letter of the alphabet.
2 Students choose a dish they would make for a group of
friends. They write a list of ingredients and the instructions.
Students can then read each others recipes and decide
which dishes they would like to try. You could also
encourage students to prepare dishes from their country so
that their classmates can have a taste.
Class bonus
Put students into pairs or small groups. Partners discuss their
choices. If you like, you could tell pairs/groups to imagine that
they are preparing the meal together and can only buy one of
each product. Students must convince each other why it would
be better to buy the product they have chosen.
5 Tell students to identify the seven items (1a/b, 2a/b, etc.)
that the shopper chose. They compare them with the items
they chose.
Get feedback from the class.
More activities
1 Elicit the names of containers (bag, bottle, box, can,
packet, tin). Students read the till receipt again, this time
using the names of the containers, e.g. a can of premium
chopped tomatoes, a bag of caster sugar.
2 Elicit expressions of quantity with of, e.g. a bar of
chocolate, a blob of cream, a bunch of basil, a clove of
garlic, a drop of oil, a pinch of salt, a sheet of paper, a
slice of cake.
3 Ask students if they only eat food from their own
country or if they like trying things from other places.
What things do they like and dislike? Depending on your
circumstances, you could prepare something which is
typical of your own country.
PHOTOCOPIABLE
Unit2
Write the unit title on the board. Elicit/Explain the meaning and
why someone might hire a car (to travel around when they are
on holiday). Elicit other ways of travelling while on holiday.
Extra practice
Students could do this task in groups. They could discuss the
task, go away to do the research (perhaps on a specific area
each), and then work together to finalize their route.
Invite individual students/groups to describe their routes. Ask
other students/groups how similar their route is.
More activities
A Terms and conditions
1 Make sure that students read the Learning tip before they do
this exercise. Elicit or tell the class that the photo shows the road
which goes to Cape Point. Ask students if they have been there.
While checking the answers, elicit/explain that CPT stands for
Cape Town and JHB stands for Johannesburg, and tell students
that these are abbreviations (a key word in this unit).
Afterwards, check that students understand the meaning of
downtown.
2 Before doing the exercise, explain that ZA stands for ZuidAfrika (Dutch). Elicit/Explain that the abbreviation ZAR stands
for South African Rand.
3 After doing the exercise, elicit/explain that the remarks are
abbreviations.
46 Read the instructions to the class, put them into pairs and
get them to do the exercises together.
7 Get students to discuss their answers and reasons together
and then take a class vote.
More activities
1 Students look at the Avis South Africa website
www.avis.co.za and find out if Claudio and Flavia would
pay less if only one of them drove the car. Would they
have to pay more if they were under 21? Students could
also look at the Avis website for the Terms and conditions
that are included in this section and find out how much
prices have changed since Real Reading 3 was published.
2 Ask students about the currency of their own country.
Then ask them any other currencies that they know.
1 Put students into pairs and get them to write a list of parts
of the car. Set a time limit, e.g. three minutes. When the
time limit is up, ask individual students to name an item
each. Students tick the items on their list as they hear
them. The winner is the pair of students who have the
most words on their list.
You could also ask students for the US equivalents of any
words. Here are some examples:
bonnet (hood); dashboard (dash); ignition; indicator
(turn signal); speedometer; windscreen (windshield).
2 Practise other compound nouns connected with cars. Write
the first word of each compound noun on the board and
ask students to complete the compound noun. Alternatively,
write a list of the second words in jumbled order for students
to match. Examples include: brake pedal, exhaust pipe, gear
stick, number plate, steering wheel, windscreen wiper.
3 If you are teaching in an English-speaking environment,
you could show the class some road signs (from the
Highway code or a road atlas) and ask students to say
what they mean. Encourage them to use should/shouldnt
and must/mustnt.
4 Write on the board or dictate the following. Then ask students
to mingle and find someone who fits each description.
Find someone who
a has had a flat tyre
b cant drive
c has broken down on a motorway
d has hit an animal
e has been stopped by the police
f has run out of petrol
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE
Unit3
Somewhere to live
6 Students can discuss the question in pairs and then they can
compare their answers in a whole-class discussion.
Class bonus
You could collect students advertisements and then photocopy
them onto one piece of paper for the class. Afterwards, get
feedback.
More activities
You could make and photocopy a page of advertisements,
and students could do Exercise 6 again, replacing Cambridge
with the town/city where they are studying.
B Signing a contract
Did you know ?
More activities
1 Ask students to read the contract again and underline any
unknown language. Students can then work in pairs to
help each other. If necessary, you can clarify anything they
are still not sure of.
2 Ask students if they would like to live in a rented flat with a
tenancy agreement like this one? Which conditions in the
agreement do they think are reasonable/unreasonable?
3 Ask students about tenancy agreements in their own
country. How similar are they to the one they have just
read?
PHOTOCOPIABLE
Unit4
Ill check it in
Write the unit title on the board, elicit that you would most likely
use the sentence at an airport, and ask students to analyze it in
terms of subject/verb, etc. Elicit/Explain that to check in in this
context is a separable phrasal verb.
In pairs, ask students to brainstorm different items that people
can check in (e.g. a suitcase). Collate answers on the board,
encouraging students to write down any new vocabulary.
B Wheres my luggage?
In pairs, ask students to brainstorm different places in an
airport (e.g. the check-in desk). Collate answers on the board,
encouraging students to write down any new vocabulary.
12 Read the instructions to the class, get students to do the
exercises, and then get feedback from the class.
3 Before doing the exercise, elicit/explain meaning of optimistic
and its opposite and noun forms (pessimistic, optimist, and
optimism).
4 Before doing the exercise, elicit that the photo shows Miklss
luggage at Paris Charles de Gaulle.
Read the instructions to the class. Ask students to point to
the baggage check label, the boarding card and the label on
Miklss rucksack in turn.
More activities
You could ask students if they know any other airports which
are named after famous people and ask them what they
know about the people. If you like, you could ask students to
choose one of the people and find out about this person on
the Internet. (Examples include: Alfonso Bonilla Aragon
(Cali, Colombia), Bandar Seri Begawan (Brunei), Chiang Kai
Shek (Taipei, Taiwan), Cristoforo Colombo (Genoa, Italy),
JF Kennedy (New York, USA), Jomo Kenyatta (Nairobi,
Kenya).)
4-6 Read the instructions and the questions, give students some
time to read the webpage and do the exercises, and then
check their answers.
7 Ask the class these two questions.
Class bonus
Ask students to share any particularly interesting answers their
partners gave with the class.
PHOTOCOPIABLE
Unit5
Ill be at home
Put students into pairs and ask them to think of as many words
as possible beginning with the letters ma (the longer the better).
The first pair who write down ten should shout Stop! Write the
winners answers on the board and one word from each other
pair, encouraging students to write down any new vocabulary.
Proffer mail if it is not already there, and elicit its meaning,
highlighting the fact that this word has the same pronunciation
as male (but has a different spelling and meaning).
Extra practice
Before doing the exercise, brainstorm ways of saving electricity
with the class, e.g. share a bath, dont use a dishwasher, and ask
students to write them down. A homework activity can be to see
how many of the classs ideas are on the website.
More activities
1 Elicit/Explain that household appliances are electrical
equipment with a particular purpose in the home. Ask
students to name as many household appliances as they
can and write a list on the board. (Examples include: CD
player, cooker, dishwasher, tumble drier, DVD player, fan,
fridge, freezer, microwave, TV, vacuum clearner, washing
machine.) Then ask students to put the appliances in
order of importance or to choose three they could not live
without. You could take a class vote to find out which are
the most and least useful appliances.
2 Write the phrase do her washing (from Exercise 3) on the
board. Ask students to suggest other phrases which fit the
pattern do her/the ing. (Examples include: cleaning,
cooking, dusting, ironing, shopping, vacuuming, washing
up.) Then elicit/explain the difference between do the
shopping (shopping for specific things) and go shopping
(the activity of shopping in general). Ask students to
make personalized sentences with these phrases, e.g. My
mother does the shopping every Thursday afternoon.
More activities
1 Do a quiz: put students into pairs, say the English names
for some large rivers and ask students to write down which
countries they run through.
2 Elicit that re in redeliver means again. Ask students to
suggest other verbs that the prefix re can be used with.
PHOTOCOPIABLE
Unit6
A weekend in Wales
More activities
Tell students (in an English-speaking environment) to imagine
that you are going to visit their country. If you are teaching
a group in their own country, ask students to prepare an
itinerary for you. What places would they recommend you to
visit? Encourage them to do some research on the Internet
and print out any information that you may find useful.
Ask students where you might find the heading Find your Welsh
holiday here. Elicit that it could be in a holiday brochure or on
the Internet.
Learning tip
1 Before doing the exercise, elicit the words village, town, city
and cathedral and their meanings. Explain that in the past any
town in Britain that had a cathedral was called a city.
Get students to do the exercise and check their answers.
Focus on should
After checking the answers, ask students which of the sentences
Ceri Morgan could have written (a, c, d, f, g).
Tell students to imagine that they are Ceri Morgan and to
complete the following four sentences (example endings are
given in brackets):
a Should you forget your cheque book, (you will have to pay
cash).
b Should you arrive before 2.00pm, (your room may not
necessarily be ready for you).
c Should you wish to smoke, (you will have to go into the
garden).
d Should we re-let your rooms, (you will receive a refund).
More activities
Extra practice
Alternatively, students can find out about other parts of Wales
which they might like to visit. For example, ask them to find
out about Snowdonia or Anglesey. Students could then use
this extra information to plan, say, a weeks visit to Wales, using
stayinwales.co.uk.
Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE
Unit7
More activities
1 Do a board race: write the alphabet in two lists on the
board; put students into two teams, giving each team a
different colour of pen/chalk; a student from each team
has to run up and write the name of an animal beside a
letter, e.g. lion beside L; then he/she runs back to his/her
team and gives the next person the pen, who repeats the
above; only one animal (by either team) can be written
bedside each letter. The winning team is the one who has
written the most animals. Then ask students to discuss
with a partner where they might see some of the animals,
e.g. at the zoo, in the park, etc.
Write the following on the board:
a If you camp
b If you stay in a lodge
c If you go on a game drive
d If you go on a walking safari
e If you go on a boat
2 Ask students to think about the disadvantages of each
situation and complete the sentences in their own words.
Get students to compare what they have written in small
groups. Monitor this activity closely, and make individual
corrections where necessary.
Extra practice
Students could find out about an animal and then describe it
to the class without saying the name of the animal. The other
students have to work out which animal is being described, by
only asking questions beginning with Is, Does or Has so that the
first student can only say yes or no.
More activities
1 Elicit/Explain that Kruger is a national park. Ask students
to suggest other collocations which include the word park
and write a list on the board. Then read out the following
definitions and ask students to decide what type of park
they describe:
a an area that is specially designed to have offices, small
factories, etc. (business park)
b a large enclosed park where wild animals are kept and
can move freely, and can be watched by visitors driving
through in their cars (safari park)
c a park with entertainments, such as games, machines to
ride on, restaurants, etc. (theme park)
d a place where vehicles that people live in can park (US)
(trailer park)
e an area of large stores outside a town/city centre (retail
park)
2 Ask students to find out about Kruger National Park. You
could give them some questions and ask students to find
out the answers on the Internet, e.g. Can you drive your
own car around Kruger?
PHOTOCOPIABLE
Unit8
In the newspapers
Learning tip
Ask students if they read a newspaper in their own language in
the way the tip describes.
Focus on synonyms
Before doing the exercise, ask students to name other pairs of
synonyms. (Examples include: little/small, client/customer, rich/
wealthy.)
After doing the exercise, you could also introduce the word
antonym (words with the opposite meaning).
4 Set a time limit, say five minutes, for students to look at the
texts and consider the six factors in pairs. Get feedback.
More activities
5 Get students to decide which extract they are going to read. Try
to get equal numbers of students to read each article. Students
can work in pairs with someone else who has chosen the
same extract, and help each other to understand the text and
identify the main points. Get feedback from the class.
Class bonus
After reading each of the other two extracts, students work with
two different partners, one who has read one extract carefully
and the other who has read the other. Each student can help the
other two members of the group with the meaning of any text
they have underlined.
6 Ask students to discuss these questions with a partner. Get
feedback from the class.
Extra practice
Ask students if they ever read English-language newspapers.
Ask students to comment on any differences and similarities
they have noticed between English-language newspapers and
newspapers in their own languages.
More activities
Unit9
Safety at work
Put students into pairs and give them a time limit of, say, two
minutes to list as many jobs as they can.
Write the winning pairs words on the board, and one from each
other pair. Encourage students to write down any new vocabulary.
From the words on the board, ask students to discuss with
their partners which job they would most like to do, which job
they would least like to do, the job which requires the most
intelligence and the job which involves the most danger.
Get feedback from students, particularly on the last question.
More activities
Practise one-syllable words with one spelling and two
pronunciations (homographs). Ask students to find such a
word in the second paragraph (close). Get students in pairs
to think of more examples. Collate them on the board. Ask
students to pronounce each word and to use it in a sentence.
(Examples include: use /juz/ verb and use /jus/ noun; read
/rid/ infinitive and read /red/ past simple and past participle.)
After doing the exercise, ask students if they have ever had to
carry out these instructions.
After doing the exercise, ask students where the nearest fire
extinguisher and fire station are.
Learning tip
Ask students which kind of dictionary they use. Which do they
prefer and why?
6 Before doing the exercise, you could divide the class so that
a student with a bilingual dictionary is working with a student
with a monolingual dictionary. They can then compare how
much information each dictionary gives.
After students have checked the meaning of the words, ask
individual students to read out a word each. Check
pronunciation.
Class bonus
Check students lists of points in a whole-class discussion.
Students could also consider the safety of the building in which
they are studying.
4 This activity could have three stages: first, the students work
alone, then with a partner, and finally with you and the class. Do
not just ask if they understand the words: ask concept questions
to be sure, e.g. Does vacating mean going in or going out?
More activities
1 Write the word suspect on the board. Use the word as a
noun and as a verb in example sentences (If you suspect
there is a fire, Police are looking for the suspect) and elicit
that the stress is on the first syllable when the word is a
noun and on the second syllable when it is a verb. Elicit
and practise other two-syllable words with one spelling
and two different stress patterns, e.g. decrease.
2 Ask students in pairs to brainstorm different ways point
can be used. Remind them that it can be used as a noun
or a verb. Collate ideas on the board and encourage
students to write down any new words or phrases, e.g. to
point at something; to make an interesting point
3 Put students in groups and ask them to create either a fire
safety poster or a leaflet for the school.
PHOTOCOPIABLE
Unit10
Lines of communication
A I copied you in
1 Make sure students read the Learning tip before doing
Exercise 1. After checking the answers, ask students who has
been copied in on one of the emails (Ben Parker, email b).
Ask students who they think this person might be (he could
be the person from Marketing who asked for help).
24 Read the instructions to the class, put students into pairs
and get them to do the exercises together. Check the answers
with the class.
5 Read the instructions to the class. Give students time to do
the exercise. Check the answers by writing them on the board
so that students can check their spellings.
Focus on collocations
After checking the answers, elicit/explain that you can also
arrange a meeting. Ask students to suggest other collocations
with a meeting, e.g. address.
67 Ask the class these questions.
More activities
1 Students could exchange email addresses so that
everyone has each others contact details. You could also
give the class your email address so that students can
contact you if they are going to miss a lesson, cannot
remember the homework, etc.
2 Ask students if they receive any emails in English,
especially in the workplace.
Extra practice
You could encourage students to read the notices on the school
noticeboard by dictating a few questions which students have to
find the answers to before the next lesson.
If you are teaching a monolingual group in their own country,
discuss with the class places in the town/city where students can
read written English.
6 Put students into pairs and get them to discuss this question
together. Get feedback from the class and ask those who
have left a job if these events, or any others, took place.
79 Give students some time to read and do the exercises,
before checking the answers with a partner. Confirm the
answers with the class.
10 Students can also consider whether they would like to work
at Bishops.
More activities
1 Ask students to look at the notice again and underline
any standard phrases that are not specific to Vincent, e.g.
I am pleased to announce that, has been appointed to
the position of; will be joining us on. Now students have a
template. Ask them to produce a similar notice using this
language, announcing their employment at an imagined
company.
2 Get students to read through the texts in the unit and
identify all the words connected with work. They can
then use some of the words to describe their current job
or a job they have done either in a speaking exercise
with a partner or in a written paragraph for homework.
Vocabulary includes: marketing, conference, team,
working lunch, department, job title, position, colleague,
resign, temporary, permanent, role, database, career.
3 Get students to name departments in a company.
Examples include: Administration, Credit Control,
Finance, Marketing, Offices Services, Production, Project
Development, Sales, HR.
PHOTOCOPIABLE
Unit11
Any comments?
A Holiday questionnaire
14 Before doing the exercises, ask students to scan the
questionnaire on page 55 and find the name of the client
(Mr Drummond). Remind students that it is not necessary for
them to read each word in the text.
Put students into pairs and get them to do the exercises
together. Check the answers with the class.
Learning tip
Ask students if they can think of any other words and phrases
that are used to link facts and ideas. For example, the words so
(expressing a result) and too (adding something) are used a lot.
6 After checking the answers, you can ask students which
criticisms Mountain Travel has done something about
(Bedrooms at Turist Hotel, Picnic lunches provided by Vila
Orel and Turist Hotel).
7 Ask the class these questions.
More activities
Extra practice
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Unit12
Im going to apply
Write the unit title on the board, and, with books closed, ask
students in which situations they might say this phrase (e.g. for a
job). Tell them that this unit is about applying for a job.
In pairs, ask students to brainstorm ways in which you could
find a new job (e.g. look in a newspaper). Collate ideas on the
board, encouraging students to write down any new vocabulary.
Extra practice
If you are teaching in an English-speaking environment, get
students to cut out a job advertisement that they might be
interested in in the town/city where they are studying. They can
tell the class about the job and why they would like to apply for it.
More activities
Encourage students to tell the class about any jobs they have
applied for.
Check the answers with the class. Read out the example
yourself, and then get individual students to read out the
other sentences in order.
Learning tip
Referring back to the section heading, elicit/explain its meaning
and that further to and telephone are formal, telephone being
more formal than phone.
1 Give students some time to do the exercise and then put
them into pairs so that they can compare their answers.
Check the answers with the class.
2 To encourage students to read quickly, set a time limit for this
exercise.
3 Ask students to scan the letter and find the six more formal
words (in italics) from Exercise 1.
You can explain that the words are listed in the order in which
the more formal alternatives appear in the letter (employment
is the first).
4 Monitor students closely while they are doing this exercise. In
the feedback stage, write a correct students answer on the
board for each formal phrase. Remind the class that there is
more than one correct answer.
5 Ask the class this question.
Unit13
Im off on a trip
A Economic structure
1 Before doing the exercise, make sure students understand
the term Gross Domestic Product.
Learning tip
Ask students if they ever have to read tables, graphs and
diagrams. In what situations?
2 Before doing the exercise, look at the example with the class.
Elicit why the sentence is false. Elicit/Explain that rose in
sentence 2 means increased (and that its infinitive and past
participle forms are rise and risen respectively).
Put students into pairs and get them to do this exercise
together. Afterwards, elicit/explain that utilities are services,
such as electricity, gas and water, which are used by the
public.
3 After checking the answers, invite students in pairs to make
other sentences about the information shown in tables c and
d, which they can then read out to the class. Alternatively,
they can write true or false sentences in pairs, which they can
then test another pair with.
4 After doing the exercise, elicit/explain that pie chart takes its
name from the word pie. It may be useful to bring in a picture
of a pie.
Class bonus
Make sure that each student chooses a different country.
Alternatively, students could write true/false sentences, as in
Exercise 2.
B Business etiquette
Focus the attention of the students on the section heading and
elicit/explain the meaning of etiquette.
1 Get students to tick the boxes and then compare with a
partner. In a multilingual class, put students into pairs with
people of different nationalities/cultures.
2 Get students to do the exercise and then check the answers.
3 Before doing the exercise, do an example with the class.
After checking the answers, you could ask students to read
the text more carefully and find other words which have a
similar meaning to etiquette (protocol point 7;
courtesy point 11).
4 Read the instructions and the steps to the class, put students
into pairs, and get them to do the exercise together. Then
check the answers with the class.
5 Get students to discuss the answer to this question with
a partner. In a multilingual class, get students of different
nationalities to work together.
6 Get students to do the exercise and then check the answers.
7 As in Exercise 5, get students of different nationalities to work
together.
Extra practice
Alternatively, students can research business etiquette in another
country. In a multilingual class, they could research etiquette in
a foreign partners country, then give feedback to this student to
see how many of the points he/she agrees with.
Another idea would be to group students and play a game of
Call my Bluff: students choose a country and write three or
four sentences about etiquette in that country (the weirder the
better), one of them being false. The other students in the class
have to decide which sentence is false.
More activities
Students will find lots of other information about Singapore
on the www.wikipedia.org website. They could find out more
about the different groups of people, for example, or the
geography of the country. Alternatively, they could find out
about it as a tourist destination, or about Chinese New Year.
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PHOTOCOPIABLE
Unit14
Look it up!
Focus the attention of the students on the unit title and elicit/
explain that look up is a phrasal verb. Ask students in what
situation someone might say look it up (for example, when they
do not know the meaning of a word). Elicit/Provide the phrase
look it up in a dictionary. Point out that this has an idiomatic
meaning, in contrast to the literal: look up at the sky.
B Itll be in here
1 You could, with their books closed, dictate these questions to
the class. Alternatively, you could put students into pairs, and
get one to dictate af to his/her partner, the other gl.
Get students to work with a partner to try to answer the
questions. Discourage them from looking for the answers on
page 69. Do not check the answers with the class.
After doing the exercises, ask students if they have ever used
any of these types of reference books in either their own
language or in English.
A Alphabetical order
Learning tip
Make sure students read the Learning tip before doing Exercise
1. Get students to look in their own dictionary and check that it
has words at the top of each page to help them find the word
they are looking for.
14 Read the instructions to the class. Take particular care in
explaining Exercise 2. Put students into pairs and get them to
do the exercises. Check the answers with the class.
5 Students could do this exercise in pairs. If they are reluctant,
get one student in each pair to close his/her book so that
they have to work together.
Alternatively, give out small pieces of paper and get one
student in each pair to cover the Across clues, and the other
to cover the Down clues. Students then have to communicate
with each other verbally in order to complete the task.
Focus on pronunciation
Explain that monolingual dictionaries always include a section on
phonetic spelling, either at the front or the back of the dictionary.
Show the section/page to the class, and get them to find the
same information in their own dictionaries.
Class bonus
Make it clear to students that they should know the answers
to the questions they write. They could find out the answers
themselves before including a question on their list. Students
can also choose a topic on the website
www.soyouthinkyouknoitall.com and take part in the quiz online.
More activities
1 If you are teaching a multilingual group in an Englishspeaking environment, encourage students to go to the
library and look at the range of reference books available.
2 If you have some other reference books the Guinness
Book of Records, the Book of Firsts, Philips World
Factbook, the Usborne Book of Facts and Lists, for
example you can set some questions for students to
find the answers to.
More activities
1 Encourage students to try other crosswords. If you are
teaching a multilingual group in an English-speaking
country, your students will be able to find crosswords in
some of the newspapers (especially the tabloids).
2 Set your students a quiz in which they have to consult
reference books to find the answers. If you have a set of
reference books which you can bring to the class, this will
encourage students to refer to the books rather than use
the Internet (not that there is anything wrong with using
this resource).
3 Write these phonetic spellings of words from page 67 on
the board and ask students, in pairs, to write down (and
say) which words they refer to.
a /disaipl/
b /ailndz/
c /teritriz/
d /huz/
e /taitli/
f /kemikl/
g /ain/
h /ru/
Unit15
Focus the attention of the students on the unit title and elicit/
explain what a shelf is. Elicit also the plural form shelves. Get
students in pairs to brainstorm other words in English which
have irregular plurals. Collate ideas on the board and encourage
students to write down any new vocabulary.
Alternatively, you could dictate ten or so singular nouns which
have irregular plurals to the class and ask them to write down
their irregular plurals. Examples include: child, knife, man, tooth,
mouse, sheep, wolf, fish, dice, leaf, cactus, analysis.
Focus on adverbs
Ask students to read the blurb again and find three more adverbs
(helplessly, remorselessly, seriously). Elicit/Explain their meanings.
More activities
1 Remind students that simplified readers are available at
all levels. If they go to www.cambridge.org/elt/readers,
they can do a placement test and find out which is the
most suitable level for them. They can then look at the
list of titles available at this level and download a sample
chapter. If your school has a library and there are readers
in the library, encourage students to read or borrow them.
2 Encourage students to choose a book from either the
library or a bookshop. Remind them to make sure
that there are not too many new words on each page.
Recommend books that you think might be suitable for
your students (The Curious Incident of the Dog in the
Night Time is not too difficult, for example) and encourage
them to recommend books to each other.
7 After students have written down some key words, get them
to compare with a partner, reminding them that there is more
than one possibility.
8 Before doing the exercise, read through the
Did you know? section with students.
9 Ask students to discuss the question in pairs.
More activities
1 If you are teaching a multilingual group in an Englishspeaking environment outside Oxfordshire, encourage
students to go online and find out how to use the library
catalogue. Is the information given similar to that of the
Oxfordshire library catalogue?
2 Ask students to discuss in small groups if they have
libraries in their countries, if they use them, what kind
of people use them, what facilities there are, and how
systems have changed in the last 15 years.
Unit16
More activities
Students could also discuss how the Internet has affected
and will continue to affect the reading of books. They could
devise a survey about reading and carry it out in school or if
you are teaching adults in an English-speaking country, they
could go out of school to ask their questions.
Alternatively, they could create an online reading survey on
www.surveymonkey.com.
A Kinds of reading
1 You could, with books closed, dictate these four sentences
to students. Ask them to focus on the position of commas in
them. After they have written them down they could check
with a partner for spelling and punctuation, before moving
on to discuss whether they agree or disagree with each. As
feedback, read out each sentence, and get students to raise
their hands if they agree.
After doing the exercise, read out the following sentences
(from the New World Book entry) in random order and get
students to say which of the paragraphs in Exercise 1 they are
from.
b For example, they read their mail, street signs, traffic
directions, billboards, the printing on television
commercials, package labels, and many other things that
contain words.
c The sounds, in turn, form words that express ideas in
written or printed form.
c A broader definition of reading links it more closely with
other uses of language and with thinking.
d However, the best way to learn to read may simply be just
to read.
2 Give students some time to read the paragraph and then ask
the class the question.
3 After checking the answers, you could elicit/explain that the
sentences in Exercise 1 also include the most important
points of the paragraph that they are part of.
45 Get students to discuss these questions in pairs, before
getting feedback.
6 Read the instructions to the class. Give students some time to
read the sentences. Then put them into pairs and get them to
do the exercise together. Check the answers with the class.
7 Ask the class this question.
Extra practice
Students can think about the reading style they used or should
have used with any text they have read.
B How we read
13 Give students some time to do these exercises before
checking their answers with a partner. Check the answers with
the class.
Class bonus
Get students in their pairs to underline unknown words and/or
phrases in the text and try to paraphrase them together, using
the context around them. After an adequate amount of time,
collate difficult words and phrases on the board, encouraging
students to write down vocabulary from the paragraphs they
have not read, and double-check meanings.
4 While looking at the example, elicit/explain that verbal in this
context means relating to words.
When checking the answers, get students to say why
sentence c is false.
57 Students can discuss these questions in pairs and then
they can compare their answers in a whole-class discussion.
More activities
Encourage students to read the entry about reading on the
www.wikipedia.org website. Ask them if this article covers the
same topics as the New World Book entry, or does it cover
further topics? What can they learn about reading from the
online entry?
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PHOTOCOPIABLE
Unit1
More activities
1 Ask students to choose an electrical item that they might
like to buy. Students then research the cost and guarantee
conditions for the sale on various websites, and decide
which is the best deal.
2 Ask students if they ever take out extended guarantees on
anything they buy. They can research extended guarantees
on the Internet. Ask them to find out costs and what
protection each extended guarantee gives.
Extra practice
Students could also look for reviews of The Green Mile and/or
watch it in class.
More activities
1 If you are teaching in an English-speaking environment,
you could plan a trip to the cinema together. Before the
trip, students could read about the film on the Internet or
you could do some work on a text in class.
2 Ask students to find out about either Tim Robbins or
Morgan Freeman. They could write five true or false
statements about one of them and then read them out to
the class during the next lesson; the other students have
to decide if the sentences are true or false.
PHOTOCOPIABLE
Unit2
Look at the unit title with the class. Elicit or explain that this is
something you might say to someone who is going on a trip.
Elicit other occasions when someone might say this.
More activities
1 Students could write six true or false sentences based
on the text. They then exchange their sentences with a
partner and decide if their classmates sentences are true
or false.
2 Students can find out more about New Zealand on the
New Zealand Tourism Board website www.purenz.com.
Ask students to look at the Health section on New Zealand
in the chapter entitled Basics on the Rough Guides
website www.roughguides.com to find out about two
more health hazards which are mentioned.
Extra practice
Ask students to look at the website to find out why people who
have had operations are at risk of getting DVT.
5 Ask students to carry out some of the exercises.
More activities
1 Discuss with the class what other health risks there are on
aeroplanes. Ask if anyone has ever suffered from jet lag.
Students can find out about jet lag on the NHS website.
2 Ask students to imagine that they have to write the section
Food and Water for the Top Tips: Healthy Travel Advice
leaflet. Ask them to give advice about eating and drinking.
For example: Avoid uncooked food unless you can peel it
or shell it yourself.
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not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE
Unit3
Class bonus
Discuss the question as a whole class. You could ask students
who Pierre and Sophie may have called with their free threeminute telephone call (probably either their hotel in Cape Town
or friends there if they were planning to stay with friends). You
could also ask students if they have ever stayed overnight at an
airport. Why did they have to do this?
More activities
Ask students to find two words in the letter which begin
with under (underestimate, understanding). Elicit that under
means not enough when placed before estimate, but that it
does not mean not enough in understanding understand
and stand are unrelated. Ask students if they know any other
verbs which begin with under. In which verbs does under
mean not enough? You could encourage them to look for
examples in their dictionary before the next lesson. (Examples
include: underachieve, undercook, underpay, underrate.)
B Are we covered?
You could write the word cover on the board and ask students
to make sentences using this word, e.g. I like the cover of that
book, My colleagues cover for me when Im not at work. You
could encourage them to look for examples in their dictionary.
Ask students what types of insurance there are (life insurance,
household insurance, car insurance, etc.)
1 After checking the answer, make sure that students know the
meaning of cover, claim and policy.
2 Before students do the exercise, ask them what they
remember about Pierre and Sophie from Reading A. Get
students to do the exercise and ask students to raise their
hand when they have circled the answer. Wait until most of
the class have raised their hands and then ask a student for
the answer.
36 Students can do these exercises in pairs. They can either
work together to find the answers, or they can work on their
own and then compare answers. When reading the rubric of
Exercise 6, elicit or explain the meaning of abandon.
More activities
1 Ask students to circle all the past participles in the Travel
Delay and Abandonment section of the text. They then
decide if each participle is being used as a passive verb
(are delayed, was taken out, would be affected) or an
adjective (insured person, intended departure time, written
confirmation). The word is is missing before specified; and
involved is a participle clause which has been used instead
of the relative clause who was involved.
2 Ask students to imagine that they are either Pierre or
Sophie and to write the postcard they sent to friends in
London the day they arrived in Cape Town.
PHOTOCOPIABLE
Unit4
Refer students to the unit title. Elicit that this unit is about having
something stolen from your home.
More activities
1 Ask students to look at the www.crimereduction.gov.uk
website and find out what Justyna is entitled to, according
to the Code of Practice for Victims of Crime.
2 Tell students to imagine that the police arrest someone on
suspicion of the burglary at Justynas flat. Get them to work
in groups and decide what would happen. Encourage
them to find out and use words associated with crime, e.g.
charged with burglary, went to court, was tried, pleaded
not guilty, found guilty, was fined/sentenced.
A Victims of crime
Elicit that a victim of crime is the person who suffers from the
crime.
12 When checking the answers, elicit from students that they
scanned the text in Exercise 1 and skimmed it in Exercise 2.
3 Get students to match the punctuation marks to their uses.
Remind students that writers are responsible for deciding
how to punctuate their writing. Colons and semi-colons are
fairly uncommon and often only found in formal writing;
some writers would simply use a full stop instead. Point out
that double quotation marks () can also be used, but are
more common in US English than UK English. (This point is
also made in Unit 14 Section B Did you know?)
4 Refer students to the Learning tip. Students work in pairs to
take turns to read out individual paragraphs and check each
others awareness of punctuation as an aid to better reading.
5 Ask students to work in pairs to complete this exercise. Check
the answers as a class.
6 Discuss these questions as a class.
Extra practice
Encourage students to visit these websites. They could find out
about mobile phone thefts: how common they are, where they
are most likely to happen, how to avoid them.
More activities
1 Students list additional advice for each part of the
brochure, e.g. Windows: Never leave windows open while
you are out; Doors: Change the locks when you move
into a new house you dont know who else has got
the keys; Around the home: Use time switches to turn on
lights and TV when youre out.
2 Tell students to imagine that they and their family are
going away next week and their house/flat will be empty.
Get them to suggest the things they can do to make their
home as safe from burglary as possible.
3 Students suggest ways to reduce the risk of fire in the
home.
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PHOTOCOPIABLE
Unit5
Picassos birthplace
Ask students where they were born. Ask if anyone in the class
(or any members of their families) has an interesting birthplace.
A Picasso museums
Elicit that students are going to read about more than one
museum.
1 Check students know where Mlaga is (Spain).
25 Students do the exercises. Encourage students to decide if
they should be scanning or skimming when they read for the
answers of each exercise.
6 Discuss another example with the class before the students
work on their own sentences. Ask students to complete a
sentence about the Fundacin Municipal beginning I looked
around for a while. Encourage them to use their imagination.
78 Refer students to the Learning tip to help them complete
these exercises.
9 Ask students which museum they would prefer to visit if they
only had time to visit one of them.
More activities
1 Students could research other museums which are
connected with Picasso, or they could research the life and
works of another artist and prepare a short presentation.
Encourage students to visit local museums and art galleries,
and find out if there is any information in English about the
museum/gallery. You could even organize a class visit to a
museum.
B Picassos return
13 Reassure students that it does not matter if they do not
know the answers to Exercises 1 and 2. They will find out
more information when they do Exercise 3. If students are
confused about this text because they do not understand the
construction if Picasso were to come back, you could do
Focus on the second conditional at this stage.
46 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.
Class bonus
Invite students to say a sentence each to the class.
More activities
1 Students can prepare a short presentation to give to the
class about a famous person who lived and worked in
their town/city (or one nearby). Students can do this in
small groups you will need to make sure that each
group chooses a different town/city.
2 Students can research the life and work of a famous
person from the town/city where they are studying. They
can then write some questions (three per student, say)
about the person they have studied. In a future lesson,
you can set up a general knowledge quiz in which
students ask their questions. The winner is the student
with the greatest number of correct answers.
PHOTOCOPIABLE
Unit6
More activities
Set up the word circle game which is mentioned in Get
ready to read above. Ask nine students to suggest a letter
each and then another student to choose which letter should
be the central letter. Students work on their own or in pairs to
make as many words as they can with the letters. Set a time
limit (three minutes, say) and then check answers.
Ask one student to read out his/her list. This student scores
points for every word he/she has made that no-one else has
made (two points for a two-letter word, three points for a
three-letter word, etc.); the other students cross off words on
their list as they hear them read out. Repeat this procedure
with other students until no one has any words on their list
that are not crossed off. The winner is the student with the
most points after you have checked all the words.
More activities
You could also ask students to scan the text and find the
word jargon (jargon-free is in paragraph 8). Elicit the
meaning of jargon (special words and phrases which are
used by particular groups of people, especially in their
work) and jargon-free (without jargon). Ask students what
other nouns can be used with -free in this way. You could
encourage them to find out this information and to suggest
collocations before the next lesson. (Examples include:
alcohol-free [drink], dairy-free [produce], duty-free [goods],
fat-free [milk], frost-free [winter], lead-free [petrol], nuclearfree [zone], rent-free [accommodation], risk-free [venture],
smoke-free [zone], tax-free [goods].) You could also point
out that carefree is unhyphenated and means having no
problems or worries.
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PHOTOCOPIABLE
Unit7
Import, export!
A Please confirm
Elicit that Please confirm is a common expression in business
correspondence, especially when making reservations or
ordering goods.
1 Check the answers for this exercise before moving on to
Exercise 2.
2 Get students to underline the correct words. Elicit definitions
of the words confirm and consider after students do the
exercise.
3 Get students to read the correspondence and answer the
questions. Check the answers to this exercise.
4 Get students to reread the correspondence and write a list of
questions with a partner. Refer students to the Learning tip
for this exercise.
5 Get students to compare their questions with Margrits.
Students might wonder why negative questions tags are
not used in questions b (arent they?) and c (isnt it?). This
is because question tags are often used when someone is
checking what they believe to be true. Here, Margrit does not
know the answers she is asking genuine questions.
6 Get students to do the matching activity in Exercise 6 before
you discuss any other answers to questions that they wrote
in Exercise 4. Encourage students to help each other with the
answers to these questions.
More activities
1 Ask the class if anyone writes commercial correspondence
in English in their job. Ask them what training they had
for this. Ask these students if they would be prepared to
bring some examples of their correspondence to the next
lesson.
2 Consider using email as a way to communicate with
students to give homework feedback. Additionally,
students might like to exchange email address and
correspond with each other (though be sensitive to those
who may not wish to do so).
B Please advise
1 Get students to complete the table. You could also ask them
to underline the information in the emails which gives them
the answers.
24 Get students to work through the exercises, check the
answers together and discuss as a class.
5 Get students to complete the table. As above, you could also
ask them to underline the information in the emails which
gives them the answers.
67 Get students to work through these exercises individually.
Check answers together. Copy the diary pages onto the board
to get feedback on Exercise 7.
More activities
1 Students can read the emails again and underline any
sentences that have words omitted. They then add the
missing words to the emails.
2 If you have access to computers and the Internet, students
could email each other.
PHOTOCOPIABLE
Unit8
Learning tip
You could look at this Learning tip before starting the exercises.
Make the point that some texts especially academic texts
are unintelligible to native speakers because they do not know
anything about the subject of the text. A non-native speaker
might be able to understand the same text more easily if they
have background knowledge of the subject.
17 Make sure students know what an employment/
recruitment agency is. Students work through the exercises.
For Exercise 5 they could also say what the four people
should have done, e.g. The first person should have gone
into the building and spoken to the receptionist.
8 Discuss this as a whole class.
Extra practice
During the next lesson, students can discuss the extra
information/advice they found on the website.
More activities
More activities
1 Ask students how to say the opposite of verbal (nonverbal). Get them to suggest other pairs of words, one
of which also begins with non-. You could encourage
them to look for examples in their dictionary before the
next lesson. (Examples include: non-alcoholic (drink),
non-event, non-existent, non-fat (milk), non-fiction, nonresident, non-returnable (bottle), non-stick (pan), nonstop (flight).)
2 Ask students if they have ever interviewed anyone for a
job. Do they agree with the advice given in the texts?
PHOTOCOPIABLE
Unit9
A Annual holidays
1 Remind students to skim the text. Check the answer when
they have finished. Only check that students understand that
annual means relating to a period of one year after students
have done Exercise 1.
2 For this exercise, refer students to the Learning tip. Get
students to match the beginnings and endings.
3 You might like to explain that for the assessment of income
tax, the financial year in Britain ends on April 5th. Ask students
if the financial year in their country is the same as the
calendar year or does it start on a different date?
More activities
1 Ask students if they know any compound nouns which
end with the word pay. (Examples include: equal pay, full
pay, half pay, high pay, holiday pay, gross pay, low pay,
maternity pay, monthly pay, overtime pay, redundancy
pay, sick pay, take-home pay, weekly pay.)
2 Ask any students who have jobs if their terms and
conditions are written in a similar formal manner.
Brainstorm other official documents that are written in a
formal manner (tenancy agreements, rental contracts, etc.)
3 Discuss the different types of leave that people take:
annual leave, compassionate leave, sick leave, etc.
More activities
1 Ask students to scan the text and find the word should.
Elicit that should you wish means if you (should) wish.
Point out that sentences with inversion, like this, can be
considered more formal than those that begin with if.
The next sentence could also have begun with should
Should you still have any concerns . Inversion is
also used in conditional sentences with were and had,
e.g. Were you to need the loan facility, you would have
to return the form by June 30th. Had I needed the loan
facility, I would have returned the form by June 30th.
2 Ask students to find two examples of hyphens in the letter
4-weekly (used twice), co-operation. Elicit or explain that
the first one has been used because the writer is talking
about 4 weekly payments not 4 weekly payments
or weekly pay cycle, i.e. the hyphen is between the two
linked words. The second one has been used because
coop has two vowel sounds, not one although some
people would not include a hyphen in this word. (A
hyphen can also be used in coordinate.)
3 Elicit or explain that hyphens can also be used to join
words when talking about ages and periods of time. For
example: My cousin is ten years old Ive got a ten-yearold cousin, Im going on holiday for three weeks Im
going on a three-week holiday. Remind students to use
the singular form of year, week, etc. in such hyphenated
expressions.
PHOTOCOPIABLE
Unit10
Elicit that off means off work. Elicit different reasons why people
might be off work.
Learning tip
If you are teaching students whose native tongue has its roots
in Latin, you could point out that, for them, long words are often
easier to understand than shorter ones because many of these
longer words originated from Latin.
4 Students can do this exercise in pairs, though you might like
to do the first question as an example.
5 Get students to complete this exercise individually. Get
feedback by writing students answers on the board.
67 Students could discuss these questions in pairs or small
groups, and then compare their answer with that of other
pairs/groups in a whole-class discussion. Before students
discuss the question in Exercise 6, ask them to find three
abbreviations in the text and to say what they stand for (PC =
personal computer, ID = identity, demo = demonstration).
89 Students discuss the questions in pairs.
Extra practice
You could ask students to think of some questions that they would
like the website to answer. They can then go to the website and try
to find the answers to their questions. For example, they could find
out how employees clock in and clock out. (Information is provided
on the website about the Borer Message Display Terminal.)
Alternatively, you could ask students to find out about the Micro
Touch Key, another Borer product.
More activities
1 Ask students to read the text again and to identify
nouns which are made up from a verb + suffix, e.g.
management , information , attendance , adjustment(s) ,
clearance. Ask them which other suffixes are typical of
nouns, e.g. feeling , journalism , weakness , productivity ,
childhood , membership. Point out that suffixes can be
added to verbs, nouns and adjectives. Other noun endings
are connection , absence , tenancy , leniency.
2 Ask students to find out about other working
arrangements, e.g. job sharing, working from home. Could
they do their current job (if they have one) in these ways?
3 Elicit from students that they need to scan the text to do this
exercise.
PHOTOCOPIABLE
Unit11
B Heres my report
More activities
1 Elicit or explain that you can chair a meeting. Ask students
to suggest other collocations with a meeting. (Examples
include: address, adjourn, arrange, ban, boycott, break
up, call, call off, cancel, close, conduct, convene, disrupt,
have, hold, host, open, organize, postpone, schedule,
summon).
4 English
More activities
1 Ask students who work if they would be interested in
attending an in-house English course. What would they
want it to include?
2 Ask students who work what kind of reports they read in
their working lives. Do they ever have to write reports?
When, and why?
3 Ask students to underline any words in Alejandros report
which are useful for describing courses and lessons. Then
ask them to describe the course they are taking with you,
using Headings 26 in the report.
Unit12
Class bonus
Do an example with the class before students work in pairs.
7 After students have read the homepage, elicit or explain that
the likes of the USA and the UK means countries like the
USA and the UK.
8 Students can discuss their views in pairs or small groups, and
then compare their ideas with those of other pairs/groups in
a whole-class discussion.
1 You could write the three options on the board and do this
exercise as a whole class.
Extra practice
Students could also find out about the currency of Australia and
financial issues to consider when selecting a university.
More activities
Ask students to discuss which of the reasons for studying at
a particular university are also important when choosing a
language school.
More activities
1 Students could find out about studying in another
country of their choice. Ask students about international
universities in their own country. Which universities are
most frequented by foreigners? Are grants available to
study in their country?
2 Brainstorm words connected with education. Students
can work in groups to write a list. Set a time limit. When
the time limit is up, students take it in turns to say a word.
Build up a class list on the board. Then ask a student to
make a sentence about education with one of the words
on the board. Rub this word off the board before asking
someone else to make a sentence with another word.
Continue in this way until you have rubbed off all the
words from the board.
Unit13
Read faster!
Extra practice
Encourage students to choose a book to read. Tell students that
you will ask them in a later lesson how they are getting on with the
book they chose. Have they been able to increase their reading
speed, or has the book been too difficult for them to do this?
More activities
1 You could ask students to summarize the text.
2 Dictate the following sentence beginnings. Students
then complete the summary with words like those in
brackets.
You only read slowly if you (vocalize or look at individual
words or letters).
To improve reading speeds, your eye (must take in groups
of words swiftly while your mind is absorbing the ideas).
One danger of practising faster reading is (that you may
not remember the ideas).
This may be because (the English is too difficult for this
type of practice).
Choose a book with, (on average, fewer than seven new
words per page).
More activities
1 Encourage students to look for study-skills books and to
read their chapters on Reading. The book Study Skills
for Speakers of English as a Second Language (which
featured in Unit 12) has a section about reading.
2 Remind students that simplified readers are available at
a variety of levels and these are intended to be read for
pleasure. Encourage students to tell the class about any
books they are reading and can recommend.
PHOTOCOPIABLE
Unit14
You could write the four types of book on the board and do the
first exercise before students open their books. There may be some
confusion between a handbook and a manual. In general terms,
a manual is very practical and tells you how to do something, e.g.
a DIY manual; a handbook gives the most important and useful
advice about a subject, e.g. a student handbook.
More activities
1 Elicit that work ethic, workfare and workforce (in the
Index) are all compound nouns. Ask students if they know
any other compound nouns which include the word work.
You could encourage them to look for examples in their
dictionary before the next lesson. (Examples include:
workbasket, workbench, workbook, etc.)
2 Ask students to find other texts or books, or information
from the Internet, which might be useful when researching
the topic of working hours in the United States.
Focus on US English
Get students to do the exercises. Ask students if they know any
other examples of US English. You could ask them to research
this before the next lesson. For example, UK English words such
as travelling, cancelled are spelled traveling, canceled in US
English; words such as metre, centre are spelled meter, center
in US English. In addition, you can write spelled or spelt, burned
or burnt in UK English, but these words are normally regular (ed endings) in US English. In the UK people say lift, pavement,
tap, have a bath/break/holiday/shower and at the weekend;
Americans say elevator, sidewalk, faucet, take a bath/break/
holiday/shower and on the weekend. In terms of grammar, the
past participle of get is gotten in US English (got in UK English),
and American speakers can use either the present perfect
(Wheres my pen? Ive left it at home) or past simple (Wheres
my pen? I left it at home) whereas a speaker in the UK would
use only the present perfect for an action in the past with a
result now.
More activities
If you are teaching a multilingual group, students could give a
short talk about their country. Perhaps one student could give
their talk each day. (Students who are from the same country
could work together but research different aspects of their
country.)
Students can look up Contemporary America on the Internet.
Tell them that it is published by Palgrave this should help
them to locate it.
Unit15
English today
Read the instructions with the class. You could do this exercise
as a quiz. Explain that students should use words rather than
figures when a number begins a sentence. In addition, you
could make the point that the numbers 110 are often written
as words and larger numbers are written as figures.
Learning tip
Remind students that each paragraph of their own written work
should also include a topic sentence.
510 If students are unfamiliar with academic writing skills,
you could work through these exercises one by one, before
getting feedback to make sure students are clear about topic
sentences. Refer back to the Learning tip.
11 Students could discuss more examples in pairs or small
groups, and then share their examples with other pairs/
groups in a whole-class discussion.
More activities
1 Dictate the following sentences, omitting the word in
capital letters at the beginning of each sentence. Give
students a couple of minutes to consider the statements.
Then write the words in capital letters in alphabetical order
on the board. Students complete the sentences.
a WIDOW is the only female form in the English
language that is shorter than its corresponding male
term.
b BOOKKEEPER is the only word in the English language
with three consecutive sets of double letters.
c QUEUE is the only word in the English language which
is still pronounced the same way when the last four
letters are removed.
d ALMOST is the shortest word in the English language
with all its letters in alphabetical order.
e SCREECHED is the longest one-syllable word in the
English language.
f RHYTHMS is the longest English word without any of
the five standard vowels.
Extra practice
Ask students to draw up two lists, one with words which have
the same meanings and another with false friends in their own
language.
More activities
1 Students write an essay entitled How important is the
English language in your life? Remind them to include a
topic sentence in each paragraph.
2 Ask students if foreign loan words are used in the English
language. What evidence of this is there in the text?
Encourage students to name or find out words from their
own or other languages which are used in English. If you
like, you can write a few of these words on the board and
ask students to name or research their original source.
For example: algebra (Arabic), fruit (French), hamster
(German), coma (Greek), traffic (Italian), tycoon (Japanese),
marmalade (Portuguese), potato (Spanish), kiosk (Turkish).
3 Students research their own mother tongue on the
Internet and find out how many people speak it as their
mother tongue, and, where appropriate, as a foreign or as
a second language.
PHOTOCOPIABLE
Unit16
Ask students what they think they might put into practice in this
section of the unit. Explain that they are going to be putting into
practice the skills they worked on in the previous section of the
unit.
Focus on paraphrasing
Get students to do the exercise. Then ask them to pick out
instances in the two summary completions where paraphrasing
has been used.
1 Before students read the Action Plan again, you could discuss
with the class what they should do.
2 Encourage students to treat this text and tasks as they would
in an exam, and to do them on their own. Elicit that they
should read the task before they read the text. After students
have done the task, they can check their answers in pairs.
Then check the answers with the whole class.
3 Students could discuss the questions in pairs or small groups,
and then compare their answers with those of other pairs/
groups in a whole-class discussion.
More activities
Dictate the following sentences to the class. Ask students
to read the text again and find the original wording for each
paraphrase.
a There are plenty of reasons why chocolate sells well.
(Paragraph 1: As a product, chocolate has a lot going
for it, appealing to all ages, both sexes and all income
brackets.)
b The human love of chocolate is a global phenomenon.
(Paragraph 2: It also increasingly transcends national
boundaries.)
c More money is spent on marketing chocolate and sweets
than any other similar product.
(Paragraph 3: Media expenditure on confectionery
exceeds that for any other impulse market.)
d Although well-known brands achieve the highest sales,
new products are also important.
(Paragraph 4: Innovation is also essential for ongoing
success, despite the chocolate market being dominated by
consistent performers.)
e The short-term availability of a limited edition appeals to
consumers desire for a change.
(Paragraph 5: Producers believe that special editions offer
the consumer a new and exciting variation of a product.)
More activities
Give students further practice in working out what kind of
words are needed to complete gaps. You could dictate a
series of sentences or type them out and ask students
to suggest both what kind of words are missing and what
they might be. Remind or encourage students to look for
grammatical clues near the missing words.
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