Real reading TNotes

1 Make sure that students understand the four words before they read.. Ask students what they would say when they phone the medical centre in 1 Make sure students understand the words

Trang 1

Ask students to look at the unit title and explain that when we arrive

somewhere, we can either say We’re here! or We’ve arrived!

Get ready to read

Ask students to complete the exercises, then encourage students

to use the different kinds of transport in sentences about

themselves, e.g I usually go to the city centre by bus.

Explain to the class that the unit is divided into two parts – Section

A and Section B Point out that the different kinds of transport and

the places they go from are all in the text in Section B

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

know what they have to do Get students to complete the

exercise

Learning tip

Remind students that when they come across an English word

that looks similar to a word in their own language, they should

ask themselves if the English word might have this meaning

(This will mainly apply to speakers of European languages.)

Use some concrete examples For example, the following Italian

words are very similar in English: aeroporto (airport), guida

(guide), città (city), minuti (minutes), centro (centre).

3 Point out to students that they will fi nd English very useful in

English-speaking countries and also in other countries, such

as Norway, where English is not spoken as a fi rst language

English is the international language of communication Ask

students to complete the exercise

4 Ask students to complete the exercise.

5 Point out that European languages that are based on Latin

sometimes have similar words for the same thing

If you are teaching a monolingual group in their own country,

e.g Spanish students in Spain, you can ask students what the

signs would say in their language

6 If you are teaching a monolingual group in their own country,

ask students if there are any English words on the signs

similar to words in their language Encourage students to

create a list of similar words and add to it when they fi nd

new, similar words

Ask students which airport they read about in Section A If necessary, explain that in Section B students are going to read about getting (travelling) into Oslo from the airport

Ask if anyone has been to Oslo If someone has been there, get students to ask this person about Oslo You can ask one or two

questions yourself, e.g Is it a nice place? Is it expensive? and

then encourage students to join in

1 Discuss the answers with the class Read out each sentence

in turn and get students to raise their hand if they agree Once you have modelled the sentences, you can then ask

individual students, What would you do, (Sachiko)?

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

country, you can ask students which of the sentences describe the airport they arrived at

3 Remind students to look at the text but not to read it in detail.

4 Students can do this exercise in pairs They can either work

together to fi nd the information in the website, or they can work on their own and then compare answers

Class bonus

If students worked with a partner in Exercise 4, they could now work with a different partner Alternatively, they could work with one partner to write the sentences and then read the sentences written by a different pair of students

Extra practice

Here are some other names of places in the centre of Oslo:

Konserthus, Kulturhistorisk Museum, Nasjonalgalleriet Ask

students for their names in English

5 Ask students to complete the exercise Check answers.

6 Ask students to complete the exercise

7 Students can do this exercise in pairs.

8 Ask individual students how they would travel and why

Trang 2

Unit 2 What can I eat?

• Read out the sentences that are true for you Then get

individual students to read out one of their sentences

• Make sure that students understand the meaning of the

words that are not shown in the picture Ask if anyone has a

phrasebook – this is often more useful than a dictionary for

dealing with food and drink words

• Ask students what they have for breakfast

• Name items in your own favourite meal Write two or three

words on the board Then ask individual students to name

items in their favourite meal Write new items on the board

until you have a class list

Ask students which is their most important meal of the day

1 Make sure that students understand the words menu, leafl et

and bill Remind students to look at the text but not to read it

in detail Ask students to complete the exercise

2 Students can practise the names of the items in pairs One

student points to an item; the other student names the item

Alternatively, one student names an item; the other student

points to the item

Learning tip

Read through the tip with the class Point out that this is how

students read texts in their own language

3 Ask students to complete the exercise.

4 Get students to complete the chart Check answers Students

can act out a conversation in pairs One of them is a customer

at the hotel and the other is the receptionist The customer asks

questions about the full breakfast and the receptionist answers

Remind students to change you in the questions to I, e.g Where

can I have breakfast? Students then change roles and act out a

conversation about the breakfast bag Encourage students to use

the questions in the chart and to add any more of their own

5 Ask students to complete the exercise Discuss the pros and

cons of a self-service breakfast

1 Make sure that students understand the words vegetarian

and desserts Look at the example Ask students to fi nd the

fi rst word in the menu which gives the answer to the question

(chicken) Read through the questions with the class Then ask

students to look at the menu quickly and fi nd the answers

2 Make sure that students understand the word goat Ask

students to complete the exercise Check answers

3 Point out that menus often contain lots of words which are

not food items Encourage students to use a phrasebook or take a chance when choosing a dish Take a quick class vote

to see which is the most popular dish Ask some students why they chose the dish they did

4 Students can do this exercise in pairs Check answers.

5 Make sure that students understand followed by For

example, you have an appetiser followed by a main course

Ask students to complete the table Check answers If you are teaching a multilingual group in an English-speaking environment, tell students to imagine that you are visiting their country Ask them to recommend a dish for you

Class bonus

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

Extra practice

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

More activities

1 Ask students to choose what they want for breakfast from the café menu below.

2 Students can work in groups and design a menu for their school café

Take a fresh look at breakfast

Selection of breakfast cereals

Fresh fruit salad

Continental breakfast

Croissant, butter and jam, with fresh orange juice and tea or coffee

Freshly baked Danish pastries

Beverages – available all day

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

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Unit 3 Where will I fi nd it?

Ask students to look at the unit title and point out that, in a shop,

Where will I fi nd X? is an alternative way of saying Where is X?

Ask students to imagine they are in a supermarket and to

suggest ways of completing the question, e.g Where will I fi nd

goat’s cheese? Where will I fi nd sausages?

• Ask students to compete the list If you are teaching a

monolingual group in their own country, you can discuss

and compare students’ lists Similarly, if you are teaching a

multilingual group in an English-speaking environment, you

can discuss and compare shops in the town / city where you

are working

• Make sure students understand the meaning of department

store Explain that it is a store with many departments, e.g

toys, household goods, menswear Ask students to name

department stores in their country Ask students to add to

their lists whether the shops they would go to are specialist

shops or department stores

know what they have to do Ask them to complete the

exercise

2 Look at the opening hours with the class Ask students if

these kinds of shops are open similar hours in their country

Ask students to complete the exercises

3 Explain to students that the other major department stores in

Britain are John Lewis and House of Fraser, and branches are

found throughout the country Selfridges is also a department

store, but it is not found throughout the country

Ask students if store guides in department stores in their

country are in English as well as the native language Ask

4 Get students to complete the exercise Revise ordinal

numbers (1st, 2nd, 3rd, etc.) if necessary

Class bonus

Use pictures or real items, e.g mug, vase, CD-ROM, pair of

earrings, teddy bear, pair of sunglasses, and get students to

work out the department and fl oor

Students can work with two or three different partners in order to

get more practise in identifying departments and fl oors

5 Students can do this exercise in pairs They can also ask and

answer the questions, and act out a role play between a

customer and a sales assistant in the shop If they work with a

partner to fi nd the answers in the store guide, then they can

work with a different partner to do the role play

Focus on … spelling

Ask students to circle the correct spellings You can write a few

other words on the board so that fast fi nishers can check their

spellings while other students are still working For example, you

can write sutcase, earings, toylets, repear.

More activities

Ask students to choose an item that they would like to buy – either an everyday item or something special for a present They ask other students which place they would recommend

them to go to in order to fi nd the item For example, Where will I fi nd / get a computer handbook?

1 Look at the example with the class Make sure students

understand the meaning of try on Explain that we put on clothes when we get dressed, but we try on clothes if we are thinking about buying them We try on clothes to make sure they fi t Ask

2 Ask students if they have seen tax-free shopping signs in

their country Where did they see them? Ask students what

other things can be out of order, e.g toilets, telephones Ask

3 Make sure students understand the meaning of cheques

and credit cards Point out that Mind your head is something

you say when telling someone to be careful in a dangerous situation Ask students to complete the exercise Check answers

More activities

1 Ask students to look through Section B again and decide

which signs would be useful in their school

2 Below you will fi nd a short text from a leafl et about

tax-free shopping Ask students to fi nd out what you have to

do in order to get a refund

3 Ask students to fi nd out about tax-free shopping in their

country

1 Shopping

On departure, tax-free shopping stores offer an 11–18% cash refund This depends on the amount spent in one store; for food items the cash refund is between 7 and 8% Make sure you look for stores displaying the tax-free shopping logo when shopping

2 Refund Cheque

Ask for a Global Refund Cheque and confi rm that you live outside the country The shop assistant will then wrap and seal the products

Ensure that you write your name, address and ID / passport number on the cheque before going to the Refund Counter

3 Refunding

When leaving the country, show our representative your ID, the sealed products and the Global Refund Cheque(s) You will then receive your Cash Refund

Tax-free

shopping

Trang 4

Unit 4 Can I get money here?

• 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.

Explain to students that they are going to read an article about

an offer which is called Buy Back Plus.

Explain that plus usually means also, but here it probably refers

to some kind of advantage / benefi t you are going to get

1 Ask students to raise their hands as soon as they have found

the answer to the question (it is in the paragraph in the top

left corner) Ask which words are used to refer to Mexican

pesos (foreign currency).

2–3 Students can do these exercises in pairs Check answers.

4–5 Students can do these exercises in pairs They can either

work together to fi nd the information in the leafl et, or they

can work on their own and then compare answers

7 Ask students where they usually exchange their money if they

are going abroad Ask if they usually buy cash or travellers

cheques

If you have any students from EC (European Community)

countries which use the euro, ask them if travelling has

become easier since the introduction of the euro Ask

students if they would use the Travelex Buy Back Plus offer

and why they would or would not use the offer

More activities

Say the name of a currency, e.g yen and ask students to name

a country or countries where this currency is used (Japan) Then

ask students to write a list of currencies and countries Check

answers and create a class list on the board For example: dollar

(Canada, New Zealand, Australia, United States, etc.), peso

(Mexico, Chile, Argentina, etc.), franc (Switzerland, etc.).

1 If you are teaching a monolingual group in their own country,

you can ask students to explain in their own language what you get when you open a bank account Their description will

probably include their fi rst language equivalents of debit card number, bank account number and PIN Ask students to do

the exercise

2 Ask students to do the exercise Discuss students’ answers

If you are teaching a multilingual group, fi nd out how similar ATMs are around the world

3 You can do this activity as a class Get students to stand

up as if they are standing in front of an ATM machine Say the numbers 1–9 aloud and get students to mime each instruction given on the ATM screens in the book

Ask students if ATM instructions are similar in their country Are there any other instructions? For example, sometimes you might be told to press a YES button if you want a receipt

If you are teaching a multilingual group, ask students to look

at screen 2 again Ask them how they say the name of their

language in their own language, e.g italiano is Italian for Italian, Deutsch is German for German, magyar is Hungarian for Hungarian.

4 Ask students to complete the exercise Students can work in

pairs to ask and answer questions, e.g Can you order a bank statement? Can you fi nd out how much money you have in your bank account?

Focus on … verbs

In this exercise students revise the spelling of the key imperative form of the verbs used when operating an ATM Ask students to

do the exercise You could explain to students that this meaning

of enter (to put information into a book, computer or document)

is not the most common meaning of enter (to go into a place) Give some examples, e.g The police entered the building by the back door You could also mention a third meaning of enter (to do an exam or competition, e.g Are you going to enter the photography competition?).

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

More activities

1 Go to the online encyclopaedia website www.wikipedia.org

and fi nd out other names for ATMs around the world

2 Go to the website www.moneymatterstome.co.uk and use

their interactive ATM

Trang 5

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.

Ask students to do the exercises Discuss the answers with the

class Read out each sentence in turn and get students to raise

their hand if they agree Then ask students to make further

sentences of their own about their holidays, e.g I like to visit old

cities, I prefer to go to the beach.

Ask if anyone has been to Egypt If someone has been there,

get students to ask this person about Egypt, e.g Is it very hot in

Egypt? Where did you go? Encourage other students to say what

they know about Egypt

Learning tip

Emphasize the point that we often skim a text the fi rst time we

look at it We then read parts of it again which are important to

us Remind students not to read each text in this unit from the

fi rst word to the last

1 Refer students to the words in a and b Make sure that

students understand them before they do the exercise Ask

2–3 Ask students to do the exercises.

4 Make sure that students understand the word fi ttings Point

to fi ttings in the classroom, e.g the lights and light shades,

electrical sockets Ask students to do the exercise

5 Ask students to do the exercise Check answers.

6 After students have done the exercise, they can check their

answers in pairs Students take turns to ask a question (from

Exercise 5) and to give the answer (from Exercise 6)

7 Ask students to do the exercise Put students into pairs to role

play a conversation between Valeria and her sister

8 Ask the class if they would like to stay at the hotel Elicit why

or why not

Class bonus

Write the fi rst part of some questions on the board so that

students have some ideas for their own questions, e.g Is there

(parking for cars)? How many (languages are spoken at the

hotel)? Has the hotel got (a beauty salon)? Go around the class

giving help and encouragement as students work

More activities

1 Ask students to fi nd out some other facts about Egypt like

those in Get ready to read Alternatively, ask them to fi nd

the answers to specifi c questions, e.g How long is the

Nile? How many people live in Cairo?

2 Students can go to the Mercure Luxor website at

www.accorhotels.com Ask them to fi nd out what sports

and leisure activities you can do at the hotel

1 Ask students if they – or anyone they know – has travelled

around the world Ask students to do the exercise

To extend this exercise, choose a country you would like

to visit and say why, e.g I’d like to go to Tanzania because I’ve heard great things about it Then ask which countries

students would like to visit and why

2 You can write any other questions students suggest on the

board Leave the questions on the board

3 Get students to do the exercise Ask students if they found

the answers to their own questions in Exercise 2

4 Get students to do the exercise, they can then check their

answers in pairs Students take turns to ask a question and to give the answer Alternatively, they can role play a conversation between Fabio and another backpacker he has met

5 Ask the class if they would like to stay at the hotel Elicit why

or why not Ask students whether they prefer this hotel or the hotel in section A

Extra practice

Students could do a class survey of hotels in the town / city where you are teaching If you are teaching students in a multilingual group in an English-speaking environment, students could also research a hotel in their own country to recommend to other students in the class who might visit the country They can bring a printout to the next lesson for other students to read and / or they can describe the hotel to the class

More activities

Ask students to suggest the kind of thing that hotel bedroom notices usually mention They can then read the notice below and fi nd out if the things are included

WELCOME TO RIVERSIDE HOUSE

We hope your stay here is enjoyable Please read this notice in order to get the most from your visit

Breakfast Breakfast is served from 07.30am–09.00am during the week and from 08.30am–10.00am at weekends

Checkout On the day of your departure, please vacate your room by 11.00am Remember to leave your keys at Reception before you go.Fire Please read carefully the fi re instructions on the back of your door There are emergency lights and smoke detectors on all the

fi re escape routes

Tea and coffee Each room has tea and coffee making facilities.Telephone Dial 2211 for Reception and 9 for an outside line You will be charged for any outside calls made from your phone

Television The television in your room can receive BBC1, BBC2, ITV, Channel 4 and a range of Sky channels

Security We do not accept responsibility for any personal belongings that are left in your room Please take your valuables with you when you go out and make sure you lock your door

Trang 6

Unit 6 Is this what I need?

• Discuss the answers with the class Read out each sentence

in turn and get students to raise their hand if this sentence

is true for their country You can then ask students if there is

anything else you can do at a chemist’s in their country

• Ask if anyone has ever forgotten or lost their wash bag What

did they do? Write a list with the class of the things they

would need to buy, e.g toothbrush

1 Look at the example with the class Then look at label 2

together and ask students to fi nd the name of the product

Students can do this exercise in pairs They can either work

together to fi nd the products on the labels, or they can work

on their own and then compare answers

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

students could also go to the local chemist’s and look at the

labels on products

More activities

1 Students work in pairs They take turns to mime using the

products in Exercise 1 The other student has to say which

item they are using

2 Write some pairs of US and GB words in random order on

the board For example: toilets, autumn, fl at, pavement,

lorry, underground (GB), restroom, fall, apartment,

sidewalk, truck, subway (US) Students have to put the

words into pairs and decide which word is British English

and which is American English

Ask students when they would say You’ll feel better soon (when

someone is not well)

1 Before students do the exercise, ask them if they have ever had

fl u How did they feel? What did they do in order to get better?

Ask students what advice they would give to Katka

Learning tip

Remind students not to read each text in this unit from the fi rst

word to the last Reassure students that although there is a lot of

unknown or diffi cult language on the back of the packets, they

do not need to understand all of it in order to do the exercises

4 Ask students to do the exercise Ask if anyone has a packet

of similar tablets with them Ask this student to say if the four pieces of advice are correct for these tablets too

Focus on… vocabulary

Ask students to do the exercises Ask students to identify other

medical problems on the other two packets (blocked nose, sore throat, fever) Mime the ailments and help students to work out

what they are

Give an example of a (real or imaginary) ailment that you

sometimes have and tell the class, e.g I often have a cold and

a blocked nose Encourage students to talk about their ailments

and to make a note of them They will need to know these terms if they ever have to ask a pharmacist for advice

5 Ask students to do the exercise.

9 Ask the class if they would use any of the medicines Ask

students what other things they would use if they had a cold,

a headache or fl u

More activities

1 Set up an ailments chain around the class Tell the class

about an ailment you have got, e.g I’ve got backache Ask

a student to make a similar sentence about a different

ailment, e.g I’ve got a migraine Students each name an

ailment and try not to repeat something that someone else has already said

2 Below you will fi nd something else Katka’s friend has

given her Ask students if this is suitable for someone with

a headache and cold, perhaps even fl u Ask students to read the packet and work out how to use this medication What exactly do you have to do?

Cold and fl u gel

Effective cold relief from

whole area for greatest effect Leave clothes loose to allow the vapours to be inhaled easily

Children and babies (over 6 months): Apply lightly to

back and chest Leave clothes loose for easy inhalation

This product can be used with other medicines

WARNINGS

For external use only If symptoms continue, consult your doctor or pharmacist Keep out of reach of children Do not use on children under 6 months

Trang 7

Unit 7 Who’s it from?

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

might send a card, e.g on Valentine’s Day, when someone

gets engaged (to be married)

• Students can write more than four answers if they want to

• Discuss answers with the class Read out each word in turn

and get students to raise their hand if they communicate with

their friends in this way

Ask students if any of them make their own cards In Britain, for

example, card making is becoming more and more popular, and

there are specialist shops where you can fi nd the things you

need to make them

1 Ask students if they have ever received a card in English.

Ask students to do the exercise When they have fi nished, ask

them which of the words on the cards you can also say to

people, i.e Many happy returns of the day! Get better soon!

Good luck with your exams! Sorry you’re leaving, Thank you,

Congratulations!

Ask students which of the cards they like the best and why

3 Before students do the matching exercise, ask them to

identify the sender and receiver of each card

together to work out the relationship between the sender and

the receiver, or they can work on their own and then compare

answers

6 Students can do this exercise in pairs In order to ensure that

they listen to each other, ask one student in each pair to read

half a message Their partner must then read the other half

Ask students to read the messages again and identify phrases

or sentences which they like or they think will be useful to

them Get them to personalize the phrases /sentences and

then read them out (or say them), e.g Lucky you!/I won’t be

at swimming tomorrow/You are always welcome in Bogota

1 Ask students to do the exercise Ask students which of these

four ways of communication they use Which do they use most often?

Did you know … ?

Look at the name and address on the postcard Ask students if Silvia is married (we do not know from the postcard)

If you are teaching a multilingual group in an English-speaking environment, ask students to write their own name and address

as in the example

4 Discuss the answers with the class Read out each sentence

in turn and get students to raise their hand if this sentence is true for them

Ask students if they have seen the fi lm The Golden Compass

This is based on a book written by Philip Pullman and is set in Oxford where he lives

5 Ask students to write a reply to Marcos They can use some of

the sentences from Exercise 4 to help them

8 Ask the class which of the four messages in Exercise 1 they

would read aloud Elicit who they would read it to and why

1 Write the name of each student on a post-it note and

then give out the post-it notes so that each student does not get their own name Students write a message to the person on their post-it note The students then exchange messages and write a reply

2 Students choose tourist attractions from around the world,

e.g The Taj Mahal, The Great Barrier Reef, The Grand Canyon Provide English names for the places if necessary

Students take turns to complete the sentence Tomorrow we’re going to … + the name of the sight, e.g Tomorrow we’re going to go snorkelling on the Great Barrier Reef The other students have to complete the sentence You’re having a great time in … with the name of the country.

3 Encourage students who go on holiday to send the class a

postcard in English

More activities

1 Here are three more messages from the inside

of cards Ask students to read the messages, say who the

people are and why the message has been written

2 Ask students to choose someone – a friend or family

member – to send a card to Get them to write

a message for the inside of the card

Roses are red

Violets are blue

I’m quite special

And so are you!

Guess who?

Congratulations, Rachel and Paul

We’ve just heard the news! All t

he very best for your future together!

Rita and Jack

Just a short note to say thank you for the wonderful meal last night, Sushila Can I have the recipe for the starter?

It was delicious

You must come round

to me soon

Love, Daisy

Trang 8

Unit 8 Where can we park?

Ask students to look at the unit title and explain to the class that

this unit is about parking Ask students how easy it is to park in

towns / cities in their country

Explain that this unit is about parking in Britain Point out that you

might get a heavy fi ne if you park illegally in Britain

• Discuss the answers with the class Read out each sentence

in turn and get students to raise their hand if this sentence is

true for them

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

environment, students could also answer the questions about

the town / city in which they are studying You can then

discuss the answers and fi nd out if everyone agrees

• Get students to do the exercise Ask one of the students to

read out his / her sentence Then invite other students to read

out their sentences if they have written something different

A Park & ride

Point out that & means and Explain that students should avoid

using it in their own writing

1 Before students do the exercise, ask if anyone has ever been

abroad in a car What are the good and bad points about

travelling abroad by car?

If necessary, use a simple drawing on the board to explain the

meaning of ring road Ask students to do the exercise.

together to work out the order of the directions, or they can

work on their own and then compare answers

Explain or elicit that M stands for motorway Also explain

that A-roads (A418, A34) are more important – and better

– roads than B-roads (B480, B4044)

3–4 Students can do these exercises in pairs.

Learning tip

Emphasize the point that students should only use a dictionary

to check their guesses Explain that continually looking up

words in a dictionary takes a lot of time, some of the words are

unimportant in terms of the exercise the student is doing, and

that using a dictionary disrupts reading the text itself

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

Write the question on the board Point to the word change

Explain to the class that the noun change can have many

different meanings Ask students what it means in this question

If someone has a learner’s dictionary (such as Cambridge

Essential English Dictionary), ask this person to look up change

1–2 Ask students to do these exercises.

Did you know?

If you are teaching a multilingual group in Britain, you can ask

students about the coins in their wallets, e.g Has anyone got 1p? Has anyone got a 5p piece?

Explain that you can use p or pence when talking about amounts less than a pound (£1), e.g 50p or 50 pence Also you can refer

to a coin as a 50p / 50 pence piece.

Focus on … no

Ask students to do the exercises Elicit or explain that another

common sign is No parking.

together to work out the costs, or they can work on their own and then compare answers

Students can write four more days and times, and then exchange their list with a partner They have to work out how much it will cost to park

5 Ask students how much the penalty charge is for parking

incorrectly

6 Students can do this exercise in pairs When students have

fi nished the exercise, ask them if pay and display meters work

in the same way in their country

More activities

If you are teaching a multilingual group in Britain, you can ask students to look at the parking meters in the town / city where they are studying and fi nd out if they are similar to the one in Section B

Trang 9

Unit 9 Let’s go there

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

environment, you can ask students which are the most

interesting places they have visited in that country

• Ask students to do the exercise Ask students what words

they associate with the country Norway Ask them to give their

reasons For example, I associate skiing with Norway because

I think the fi rst skiers were Norwegian.

ask students if they have been to the nearest Tourist Information

Offi ce What information is there about the town / city in English?

Similarly, if you are teaching a multilingual group in an

English-speaking environment, you can discuss the Tourist Information

Offi ce in the town / city where students are studying

together to write the sentences, or they can work on their

own and then compare 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

Focus on … uncountable nouns

After students have done the exercises, ask them to name other

uncountable nouns You could set up a race Students can work in

pairs and write a list Either the winning pair is the fi rst pair to write

20 items on their list, or the winning pair is the pair with the most

uncountable nouns on their list after a certain period of time

8 Look at one or two other examples with the class For

example, We have all the brochures / you will need Ask

students to do the exercise Check answers Encourage

students to read some of the other sentences from the leafl et

and to pause at the most appropriate part of the sentence

9 Ask students whether they would go to the Tourist

Information Offi ce Elicit why / why not Ask students if they

would get a Bergen card

More activities

Ask students if they know of any sights in the Norwegian

Capital, Oslo (which is in Unit 1) Famous attractions include

the ski museum and jump tower, The Kon-Tiki museum, The

Viking Ship museum, The Nobel Peace Center and the Munch

museum Students can look at the website www.visitoslo.com

and fi nd out about one or more of these places

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

1 Ask students to circle the words in the texts which describe

the things they can see in the photos Note that the words do not always appear with the photos

2 Remind students to scan the leafl ets for the words boat,

sightseeing coach, cable car Emphasize that it is not

necessary to read each text from the fi rst word to the last Ask students to suggest another date for their visit to Bergen, e.g July 4th Ask them to fi nd out which kinds of transport they can use on this date

3 Before students do this exercise, you could encourage them

to read about the Bergen card in the leafl et in Section A Ask students to do the exercise

4 Students can discuss their decisions in pairs You can then ask

one or two pairs to report their decisions to the class Other students can say whether or not they agree with the choices

Class bonus

Before students do the exercise, practise the letters of the alphabet Get everyone to say the letters in alphabetical order Write problem letters on the board and give extra practise with these letters Point to them in random order and ask students to say the letter

Use the example in the Class bonus box with the class (The word

is cinema.) Write six dashes on the board and then write the letters

i and n in the correct position Note down the used letters (o, d, s)

and add to this as students make further guesses

Choose another word from the leafl ets for students to guess Then put students into pairs to choose and guess at more words

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

Trang 10

Unit 10 I’d like to register

Note that health and illness can be a sensitive subject

Look at the unit title with the class Ask students to quickly look

through the unit and work out the meaning of the title If necessary,

explain that register means ‘to put your name on an offi cial list’.

Use this opportunity to introduce the following words:

appointment, medical record.

• Ask students what illnesses the people in the picture have

Get students to suggest other ailments

• Ask students to circle the words that are true for them

• Invite individual students to make a sentence each If they

want to say the same thing that someone else has said,

encourage them to use either after never and hardly ever,

and too after sometimes and often For example:

A: I never have a cold

B: I never have a cold either

A: I often have a headache

B: I often have a headache too.

1 Make sure that students understand the four words before

they read Encourage them to skim the leafl et and not to

read every word carefully Allow them about 20 seconds to

skim the text Tell students to raise their hand as soon as they

know who the leafl et is for

2 Students can do this exercise in pairs Alternatively, they can

3 Make sure that everyone agrees that the third paragraph

(Patient Registration) and the fourth paragraph (New

Patients) are the most relevant Encourage students to work

out the meaning of delay.

5 Ask students to complete the exercise To check answers, read

out each of the sentences in turn Get individual students to

say if the sentence is true or false Then, where appropriate,

get another student to correct the sentence

Class bonus

Tell students to stand up Invite individual students to read out

their sentence Tell students to sit down when they hear the

sentence they have written Students should only read out a

sentence that nobody else has read out

6 Get students to do the exercise Check answers Ask students

what they would say to the receptionist, e.g I don’t feel very

well Have you got any appointments for this afternoon?

7 Get students to do the exercise Check answers Ask students

what they would say when they phone the medical centre in

1 Make sure students understand the words before they read.

2 Make sure students understand the questions and instructions

under each section heading Ask students how many sections there are

3 Tell students to use their own details.

4 Note that weight might be a sensitive subject Ask students to

complete this section of the form on their own

5 Look at sections 4, 5 and 6 of the questionnaire with the

class Ask students if a pint is bigger than a litre Elicit that a

pint is 2 units, and a litre is 4 units Ask students to do the exercise Check answers

6 Ask students to circle any words which are similar in their own

language If you are teaching a monolingual group you can ask students to feedback and write the similar words on the board Create a class list and add to it as students fi nd more examples

8 Ask students to note down any sentences from Exercise 6

that are true for them Encourage students to make sentences about themselves, and people in their family, with the words

heart attack, stroke, smoke, drink, if they want to.

9 Ask students to complete the rest of the questionnaire.

• wash your hands regularly and properly, especially after touching your nose or mouth and before handling food.

• always sneeze and cough into tissues

• do not share cups or kitchen utensils with others

Treatment

You can treat the symptoms of a common cold at home The following self-care advice may be helpful:

• drink plenty of ﬂ uids to keep yourself hydrated

Water is best, but warm drinks can be soothing.

• try to rest and avoid strenuous activity.

• raise your head as you sleep by having an extra pillow on your bed This can help reduce coughing

at night.

Trang 11

Unit 11 What’s on tonight?

Ask students to look at the unit title and explain that on means

‘on TV’

• Do a quick class survey Find out who watches the most

– and the least – TV every day

• Ask students to tick the sentences that are true for them Ask

students if they have seen any good fi lms recently

• Ask students to put the types of fi lm in order of preference

Ask students to suggest fi lm titles for each category

3 Do a quick class survey Find out which programme types

are the most – and the least – popular with the class Ask

students to complete the chart

4 Ask students to give examples of different programme types

Then ask students to do the exercise

5 Remind students that they do not have to read every word

of the TV guide They simply have to scan the guide for the

programme types Get students to add the new programme

types to their chart

6–7 Get students to look at the list and TV guide Ask students

what types of programme their fl atmate likes to watch Ask

students whether they would watch the programmes with

him Elicit why or why not

8 Encourage students to make notes of the programmes they

would like to watch You could create a chart on the board

which students could then copy Give an example yourself

and complete the fi rst row of the chart For example:

7.00 – 7.30 BBC1 A Question

of Sport

quiz show

You could tell students to choose four programmes for their

evening’s viewing and to complete a chart like the one above

They then work with several other students in the class and

fi nd the person whose choices are most similar to their own

More activities

Tell students to imagine that there is a school TV on which

they can watch programmes in English Students use the TV

schedule to plan the evening’s viewing Tell them to make

sure there is something for everyone to watch!

Ask students if English-language programmes are shown on

TV in their country Or are they dubbed into the language of

the country? Which do students prefer?

1–3 Ask students to do the exercises.

4 Make sure that students read the three options before they

skim the review

6–10 Students can do these exercises in pairs Alternatively, they

can work on their own and then compare answers Encourage students to help each other with the meaning of any words that they are unsure about

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

More activities

1 Students could choose a fi lm from their country which

they would recommend other students to see and then tell the rest of the class about the fi lm Alternatively, students could fi nd a review for the fi lm they have recommended and bring it to school Reviews can be pinned on the classroom noticeboard

2 Students could form their own fi lm review club If they see

a fi lm they would recommend (either in English or in their own language), they write a short review and pin it on the classroom noticeboard

3 Below you will fi nd a fi lm review of The Perfect Storm

Ask students if the reviewer liked the fi lm If students have seen the fi lm, ask them their opinion Ask students who have not seen the fi lm if they would like to see it

The Perfect Storm

The story is about what happened to the Andrea Gail, a fi shing boat that in 1991 was caught off the coast of Massachusetts during Hurricane Grace; probably the worst storm at sea ever On board the boat are the captain Billy Tyne (an unglamorous George Clooney) and fi ve other fi shermen The boat has gone out to sea for its last trip of the season and is heading home when the storm hits The fi lm is based on the book of the same title by Sebastian Junger

The special effects are incredible and viewers are transported to the middle of the angry ocean Some may even get seasick! Men go overboard, powerful waves break the wheelhouse windows, and the boat overturns and rights itself more than once The performances of Clooney and Mark Wahlberg, the ﬁ lm’s other star, are excellent

In the book, Junger recounts the story of several other unfortunate boats and some of these are included in the

ﬁ lm These sub-plots show how dreadful the storm was, but they distract from the main storyline However the scenes showing the crew’s worried families and friends back at home in Gloucester, Massachusetts are good The ﬁ lm is worth watching, but I prefer Junger’s book

As he says, there are some things we can’t possibly know

Trang 12

Unit 12 This school sounds good!

Ask students to look at the unit title and ask them how they

found out about the school they are attending Did someone

recommend it? Did they see a brochure? Or did they fi nd out

about it on the Internet?

• If you have a world map, ask students to fi nd the fi ve

countries Ask if anyone has ever been to any of these

countries Get students to tell you in which of the fi ve

countries English is the fi rst language

• If you are teaching a multilingual group in one of the fi ve

countries, ask students why they chose to study in this country If

you are teaching a monolingual group in their own country, ask

them to say why they would go to the country of their choice

• Invite individual students to say one thing each about New

Zealand Give an example yourself to get things started, e.g

The Lord of the Rings was fi lmed in New Zealand When it’s

summer in Europe, it’s winter in New Zealand.

Learning tip

Point out that this is one of the most important Learning tips

in the book Encourage students when they come upon an

unknown word, to ask themselves, What must this word mean

in this context? Make the point that working out the meaning of

an unknown word for yourself is very rewarding

work on their own and then compare answers Encourage

students to help each other with the meaning of any words

that they are unsure about

4–5 Ask students to do these exercises Check answers.

6 You can take a class vote Ask students why they chose

Queenstown or Christchurch

More activities

1 Get students to fi nd out more about Queenstown and

Christchurch from a guidebook or on the New Zealand

Tourism Board website www.newzealand.com

Divide the class into two groups, one group fi nds out

more about Queenstown and the other group fi nds out

more about Christchurch Students then work with a

partner from the other group; they compare and contrast

the two locations

2 Students can read what students say about the LSNZ

language schools on the website

3 Students can also read about homestay accommodation

(living with a family) If you are teaching a multilingual group

in an English-speaking environment, you can ask students

who live with families to compare their experiences

1 Get students to work in pairs and try to predict the answers

to questions a–h If you are teaching a multilingual group in

an English-speaking environment, students can talk about the school where they are studying

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

5 Ask students to read the section from a webpage and do the

exercise Check answers

More activities

1 Ask students if they have ever heard of Study and Ski

courses Would they like to do one? Point out that ski fi eld

is not used in UK or US English The term skiing area or ski slopes is normally used instead.

2 Ask students if people visit their country to learn the

language Tell students that you would like to do a course

in their language Where would be the best place for you

to study?

3 If you are teaching a multilingual group in an

English-speaking environment, students can compare the school where they are studying with the LSNZ schools

4 Encourage students to read the website of the school

where they are studying

5 Students might be wondering if they would need a visa in

order to study and / or work in New Zealand Below you will fi nd a text about visas Ask students to imagine they are going to study in New Zealand for a month Then tell them to read the text and fi nd out if someone from their country needs a visa

VISITOR’S VISAS

If you plan to visit New Zealand for a short period, you must apply for a visitor’s visa, if applicable Australian citizens don’t need a visa to travel to New Zealand and nationals of certain countries can use a ‘visa waiver scheme’, which permits them to travel to New Zealand without a visitor’s visa and obtain a visitor permit

on arrival Currently, countries that operate the visa waiver scheme are: Andorra, Argentina, Austria, Bahrain, Belgium, Brazil, Brunei, Canada, Chile, Denmark, Finland, France, Germany, Greece, Hong Kong, Hungary, Iceland, Indonesia, Ireland, Israel, Italy, Japan, Korea (South), Kiribati, Kuwait, Liechtenstein, Luxembourg, Malaysia, Malta, Mexico, Monaco, Nauru, the Netherlands, Norway, Oman, Portugal, Qatar, San Marino, Saudi Arabia, Singapore, Slovenia, South Africa, Spain, Sweden, Switzerland, Tuvalu, the United Arab Emirates (UAE), the UK, Uruguay, the USA, Vatican City and Zimbabwe

Everyone else needs a visitor’s visa to travel to New Zealand and you won’t even be allowed to board a plane to New Zealand without one.

Trang 13

Unit 13 I’ve chosen this one!

If your school has copies of the four readers mentioned in this

unit (A Picture to Remember, Hotel Casanova, Inspector Logan,

Superbird), bring them to the lesson.

• Tell students to name a book in their own language

• If you are teaching a monolingual group in their own country,

ask students to suggest book titles for each category Encourage

everyone to try and think of the title in English Take a class vote

to see which type of book is the most popular

• Ask individual students about their experiences of reading a

book in English

Point out to students that they can get a good idea of what a

book is about by looking at its front and back covers

1–3 Students can do these exercises in pairs Do not check

answers to these exercises Students will check their answers

in Exercise 4

4 Ask students to check their answers to Exercises 1, 2 and 3

5 Ask students which book they would most like to read Take a

class vote

Class bonus

Do an example with the class before students work in pairs

Choose a word and encourage students to ask you questions

More activities

1 Play a memory game with the words in Exercise 2 Give

students one minute to study the words, then tell them to

close their books and write the words

2 If your school has a library with readers, encourage

students to read or borrow them Students can also lend

each other any readers which they already have

1 Encourage individual students to say one thing each about

what they remember about the story

2 Ask students to read the fi rst part of the story.

Focus on … irregular verbs

Point out that the most commonly used past simple verbs are

often irregular Ask students to do the exercise

4 Discuss this question with the class

Learning tip

Emphasize the point that students should choose a reader that is

relatively easy for them to read If there are too many unknown

words, they will not be able to develop any fl uency

More activities

1 Ask students what they know about Buenos Aires Have

they ever been to the Museo de Bellas Artes? (It is famous for its collection of 19th and 20th century Argentine paintings and examples of European works, especially post-Impressionist paintings an d Rodin sculptures.)

2 Below you will fi nd the next part of Chapter 1 of A Picture

to Remember Students can check the predictions they

made in Exercise 4 They can also read to the end of the chapter on the website: www.cambridge.org/elt/readers/worksheets_lesson_plans.asp

Two hours later Cristina was lying in bed in hospital and her parents were waiting outside her room with a policeman

‘Where’s her helmet?’ asked Mr Rinaldi, Cristina’s father ‘I know she had a helmet She always wore a helmet.’

‘She didn’t come in here with a helmet,’ the policeman told him

‘I can’t believe it, she always wore her helmet,’ Mr Rinaldi said

‘Maybe the helmet fell on the road, maybe the police left it there,’ Mrs Rinaldi said quietly to her husband ‘It’s

OK I’m sure she’s going to be all right.’

They waited ten more minutes before the doctor came to see them

‘She’s lucky,’ the doctor said ‘She’s going to be

OK You can see her now, but she doesn’t remember anything about the accident.’

The doctor took them into the room where Cristina lay in bed Cristina’s mother and father began to cry

‘Are you sure she’s OK?’ they asked ‘Can’t we take her home now?’

‘No, it’s better if she stays here for a few days,’ said the doctor Her mother stood by her bed

‘Come back and live with us, Cristina,’ she said ‘It’s not safe for you in the city It’s not only the traffi c We hear so many terrible things Please, Cristina, your room

is there for you Come back and we’ll look after you at home You can change your job if it’s too far to go.’

Cristina felt angry She had her own fl at in the city centre and her own life She liked to look after herself But her parents weren’t happy about her staying in the fl at on her own after the accident Cristina couldn’t believe her bad luck She lay in bed listening to her parents

Her father tried some other ideas ‘How about a fl at with your brother, Cristina? He’d like it and he could look after you Or maybe your mother could stay with you for some time Just until you are better.’

Trang 14

Unit 14 Use a pencil!

• Invite individual students to say how long they have been a

student of English, and talk about any exams they have taken.

• Ask students to do the exercise

1 Discuss students’ questions with the class You could write a list

of questions on the board Use a variety of different question

words at the beginning of the questions, i.e when, which, etc.

2 Get students to compare the questions a–c with their own

questions

3 Ask students to do the exercise Check answers Then ask

them if they know anyone who has taken the KET exam

work on their own and then compare answers Students

can select three more pieces of information from the

description to tell a friend about the exam This could include

the answers to any questions in Exercise 1 that are still

unanswered Encourage individual students to read out a

piece of information each

5 Get students to read the description of one paper Ask

students which paper it is for

7 Ask students to do the exam tasks Check answers Ask

students if they have ever heard of the Edinburgh Festival

If they have not ask them to look on the Internet for more

information and feedback during the next lesson

More activities

Here are the other items from the exercises in Section A The

answers are as follows:

A 3 A, 4 A, 5 C, 6 B, 7 A

B 3 A, 4 C, 5 A, 6 B

C 3 B, 4 C, 5 A, 6 C

A Read the article about the Edinburgh Festival Are the

sentences ‘Right’ (A) or ‘Wrong’ (B)? If there is not enough

information to answer ‘Right’ (A) or ‘Wrong’ (B), choose

‘Doesn’t say’ (C).

Visit the Edinburgh Festival!

Every year thousands of people come to Edinburgh, the

capital city of Scotland, to be part of the Edinburgh Festival

For three weeks every August and September the city is

ﬁ lled with actors and artists from all over the world They

come to Edinburgh for the biggest arts festival in Britain

During this time the streets of the city are alive with music

and dance from early morning until late at night You can

even see artists painting pictures on the streets One of the

best parts of the Festival is the ‘Fringe’, where students do

comedy shows in small halls and cafés.

Tens of thousands of tourists come to the Festival to see

new ﬁ lms and plays, and hear music performed by famous

musicians This year, you can see over ﬁ ve hundred

performances with actors from more than forty countries.

The tickets for these performances are quite cheap and it is

B Is it A, B or C?

Explain to students that in Section B, the texts are from actual KET exam papers

2 Remind students to read the instructions carefully and to

mark their answers in pencil Ask students to do the exam tasks Check answers

More activities

1 Get students to download sample exam papers from

the website www.cambridgeesol.org They should go

to Support (at the top of the homepage) and then to the Free downloads section Point out, however, that most students who do the exam usually do a special preparation course before taking the exam

usually easier to see your favourite star in Edinburgh than

it is in London So come to Edinburgh next summer, but remember it can be difﬁ cult to ﬁ nd a room, so why not book your hotel now!

3 Actors come to the Edinburgh Festival from lots of different countries.

A Right B Wrong C Doesn’t say.

4 You can hear music all day.

5 More than ten thousand students come to the Edinburgh Festival every year.

6 It is expensive to go to the theatre in Edinburgh.

7 It is usually more difﬁ cult to see famous actors in London than in Edinburgh.

B Read the sentences about going to a restaurant Choose the best word (A, B or C) for each space.

3 First we telephoned to ……… a table.

4 The ……… was very long, so it was difﬁ cult to choose what to eat.

A advertisement B programme C menu

5 The food was very ……… , so everyone enjoyed it.

6 We were pleased when we got the bill because it was quite ………

C Complete the conversations Choose A, B or C.

3 What’s the time? A Tuesday.

B Half past eight.

4 Why don’t you ask Sandra? A I hope so.

B Never mind.

C That’s a good idea.

5 How is your son? A Fine, thanks.

B Four months old.

C With his father.

6 Can I help you? A At two o’clock.

B I can help you.

C Yes, please.

Trang 15

Unit 15 It’s on the noticeboard

• Get students to do the exercise Check answers Ask students

to look at their school noticeboard and fi nd out what other

notices are on it

• Get students to do the exercise Check answers Ask students

to name other items that you might fi nd in an offi ce, e.g

calculator, sticky tape, stapler, etc.

1 Ask students to do the exercise Check answers Then ask

them to fi nd out who Sobia Iqbal is (the Offi ce Services

Manager)

2 Ask students to do the exercise Then ask them if they save or

recycle paper at home What exactly do they do? What other

things do they recycle?

3–7 Students can do these exercises in pairs Alternatively, they

can work on their own and then compare answers Check

answers as a class

8 Ask students which sections of the notice the tips should go

in

9–10 Ask students whether they think the tips are good and

whether they use any of them already Ask the class to come

up with more tips for the notice, write them on the board

Class bonus

Students can work in groups and make a list of ideas They can

then discuss their ideas with the rest of the class and write a

notice for the school noticeboard Students can also write notices

for particular areas of the school For example, a notice for the

computer room might be If you’re the last to leave, switch off

the lights.

More activities

1 Tell students to imagine that they are in charge of the

stationery cupboard at work They need to check that there

is everything they need in the cupboard Students write a

list of stationery items, e.g pencil, stapler, ruler Set a time

limit, e.g two minutes Then ask individual students to

suggest an item each Write a class list on the board

2 Play a memory game Students work in pairs or small

groups and write a list of ways to save or recycle paper

The winners are the students who can remember the

most ways

Ask students what kind of number you usually write down

Ask students to fi nd two other examples in advertisement 6, i.e

move – moving and removals, clear – clearance.

work on their own to fi nd the answers, and then ask and answer questions in pairs Get students who do the exercise quickly to write more questions about the advertisements for other students to answer

Did you know … ?

Ask students if there is a similar society in their own country Point out that the British, and the British Royal Family, are great animal lovers The R (for Royal) in RSPCA was added in 1840 by Queen Victoria (1837–1901), an enthusiastic animal-lover

5 Ask students to do the exercise, then ask them to fi nd the

word household Ask students who or what a household is If

necessary, explain that this is a group of people who live in a house Ask students if they can think of any other words that are

related to the word house Two examples from the Cambridge Essential English Dictionary are housewife and housework Ask

students to use these words in sentences of their own

Write the words day, dust and hair on the board Ask students

if they can think of any other words that are related to these words Encourage them to look up the words in a dictionary and

fi nd related words Then ask students to choose some of the words and write personalized sentences with them Here are the

related words from the Cambridge Essential English Dictionary dust – dustbin, duster, dustman, dustpan, dusty

day – daybreak, daydream, daylight, daytime hair – hairbrush, haircut, hairstyle, hairdresser, hairdryer, hairstyle, hairy

6–7 Ask students to do the exercises Check answers.

More activities

1 Look at the school noticeboard yourself Write a list of

eight questions based on the notices, e.g What time does the fi lm start on Wednesday? Which teacher is leaving next week? Dictate the questions to the class Students

read the notices and fi nd the answers to the questions

2 Tell students about something you have seen on the school

noticeboard, e.g I’ve just seen on the noticeboard that there’s a trip to Brighton next weekend Encourage students

to fi nd something that interests them and to tell the class

3 Students can write an advertisement for a noticeboard,

either for something they need or for something they can offer The notices can be pinned onto the classroom noticeboard Students can then read the notices and decide if there is anything they are interested in

Trang 16

Unit 16 I’m working nights

Ask students to look at the unit title and ask them what kind of

people work nights (nurses, hotel staff, etc.)

• Ask students if they have ever worked in a hotel Did they do

any of these jobs? Get students to do the exercise

• Ask if anyone works or has ever worked during the night

What was it like? If nobody has worked during the night, ask

students if they would like to Elicit why or why not

1 Write a list of students’ ideas on the board They can then see

if their ideas are mentioned later in Section A

Focus on … ing forms

Get students to do the exercise Ask students to make a

sentence similar to a–d, about the night porter’s role For

example: The night porter is responsible for the safety of the

hotel and everyone in it.

Ask students to make personalized sentences with I’m

responsible for, to talk about their own jobs.

Ask students if they can think of any other times when they

should use the ing form after a preposition Examples include

good at (skiing), interested in (reading).

6 Students can do this exercise in pairs.

7 Ask students which of the three jobs they would prefer and

why

Extra practice

The information about the porters’ jobs is from the Northern

Ireland Careers Service website www.careersserviceni.com

Students can read about other jobs on the website For example,

if they go to Job Information and then to Role Model Case

Studies, they can fi nd out about people’s personal experiences

of choosing and training for a job

More activities

1 Students write a short description of their current job or a

job they have done Encourage them to select words or

phrases from the texts in Section A which are useful to

them when talking about their own work Remind them to

mention their duties and what they are / were responsible

for in their description

2 Choose a job and describe it to the class, without naming the

job Students have to identify the job Encourage students to

choose and describe a job for the class to identify

Make sure that students know the meaning of the word remind

(make someone remember something or remember to do something)

8 Ask students to look at the extra picture and write another duty

for Raquel’s list

More activities

1 Tell students to imagine that they work in the hotel as a

chambermaid and that they have just received a memo from Raquel with a reminder of their duties Students work

in pairs to write a list of duties (as in Exercise 6) They can then exchange their list with another pair of students and see if they have to do the same duties

2 Students can mime chambermaid duties for the rest of

the class to guess

3 Below you will fi nd a description of the duties for an au pair

Ask students to suggest (or list) the kind of duties that au pairs do They can then read the description and fi nd out if the duties they mentioned are included

Au pair duties

Au pairs normally look after children and help with housework You might be asked to do the following things.

Light housework

• washing and ironing clothes

• preparing food and washing-up

• cleaning and hovering

• dusting and polishing

Childcare

• looking after children

• babysitting in the evening

• taking the children to school and collecting them

• playing with the children

• helping at bedtime

Daily hours of work

You can expect to work around ﬁ ve hours a day, to a maximum of 25 hours per week In return, you will get board and lodging (a private room), all your meals, plus

at least £55 pocket money each week In addition, you should get two full free days per week to spend as you choose During the school holidays, you may be offered more money and asked to work longer hours Make sure you agree the terms before you do the extra work.

Most au pairs choose this type of work so that they can improve their English and living with a family is a good way to do this You may also get time off during the day

to attend language classes

Home Feedback Help Login

Trang 17

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?

• Ask students if they use these shops and services in their

everyday lives Encourage them to make sentences with I

never/sometimes/often go to a …

• Discuss students’ suggestions and write a class list of other

places on the board

• When students have fi nished the exercise, ask one person

to say a shop or service which is not very important, another

to say a shop or service which is important and a third to say

one which is very important Ask the other students in the

class if they agree

Explain that you can often read or hear Welcome to … when

you arrive in a place

1 Go through the instructions and the options with the class

Then get students to skim (look quickly at) the leafl et and

decide what it is about

After you have checked the answer, ask students Where is

Summertown? Explain that Summertown is a suburb of Oxford.

Learning tip

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

telephone directory

together to fi nd the answers, or they can work on their own

and then compare answers

3 Look at an example with the class before students do the

exercise Elicit that the bike rental store is in Banbury Road

4 Ask students to write the list in pairs This could be made into

a team game with the longest list written in a short time limit,

e.g three minutes, winning

5 Look at the example with the class Ask students to say why

sentence a is true

Check answers with the class Ask one student to say whether

the sentence is true or false and another student to read out

the information from the text which gives the answer

Class bonus

Divide the class into two large groups Students in one group

write questions like those in Exercise 2 and students in the

other group write true/false statements like those in Exercise

5 Students can work in pairs or on their own to do this Each

student then exchanges their questions/statements with

someone from the other group Students who wrote questions

decide if statements are true or false, and students who wrote

true/false statements answer questions

6 Encourage students to tell the class about shops and services

they would like to fi nd They could say either I’d like to fi nd a/an … or I hope there’s a/an …

More activities

1 Divide the class into pairs Students ask and answer

questions about the area in which they live

2 Students work in small groups and write a description of

their town or the area of the city they live in

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

1 Check the answers with the class Read out the sentence

yourself, pausing before the missing word Students say the missing word

Elicit that all the places in the exercise are services

2 Look at the example with the class Ask students to say which

words in notice a tell them that this notice is from a video rental

store (rental, movies) Students can do the exercise in pairs

They can either work together to name the shops and places, or they can work on their own and then compare answers

3 Look at the instructions with the class Elicit the meaning

of scan Remind students to look only for the information

needed to answer the question If you like, you can set a time limit for this exercise, e.g fi ve minutes Check the answers with the class Get one student to ask a question and another student to give the answer

Focus on … for and from

Ask students to fi nd other examples of for and from in the text (e.g

3 for £9 for 2 nights /withdraw cash from any of our ATMs / for a few hours /treatment for minor ailments)

Ask students to write two sentences of their own – one with for and the other with from Check answers with the class Ask two

or three students to read their sentences aloud

4 Ask students what kind of things they think Oxfam sells

(clothes, books, CDs, household items, etc.) Explain that

sometimes shops like this Oxfam shop are called hand shops Ask students if they go to second-hand shops.

second-5 You could do a class survey to fi nd out the fi ve most popular

shops and services

More activities

If you are teaching a multilingual group in an speaking environment, ask students to look at notices in shop windows Encourage them to note down – or photograph – anything that is unclear so that they can ask you during the next lesson If you are teaching a monolingual group, ask students to look out for any notices in their town/city which are written in English

Trang 18

Unit 2 Airmail, please!

Write the unit title on the board and ask students to predict what

the unit is about (sending mail abroad)

Look at the example with the class Students then match the

other items with the words

Ask students which of these things they send Then ask which

they receive

Make sure that students understand the meaning of sticker

Learning tip

Emphasize the point that we often skim a text the fi rst time we

look at it We then read again parts of it which are important to

us Remind students not to read each text in this unit from the

fi rst word to the last

1 Students skim the text and decide what it is about Check

answers with the class Ask students to say why the other two

answers are not correct

2 Go through the instructions with the class Make sure that

students understand that surface mail is sent by land rather

than by plane

Students can predict which of the three options is true They

then read the text to check their predictions

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

environment, ask students if they use airmail or surface mail

to send mail home

Focus on … pounds and pence

Point out that in order to do the exercise, students should fi nd the

price in the chart and then work out which of the countries the

price refers to Check the answers with the class Write the correct

answers on the board

Write some more prices on the board for students to practise

saying

4 Draw students’ attention to the abbreviation g for grams in

the chart You could also elicit that kg (at the beginning of the

leafl et) is short for kilogram(s)

and then compare answers Check answers with the class

5 Ask students if they have ever had any problems with their

mail Give an example of your own, e.g I sent two postcards

from Krakow in Poland to friends in England One postcard

arrived three days after I posted it, but the other arrived three

weeks later.

More activities

English-speaking environment, you can ask students to tell the class about the currency, coins and banknotes of their country

2 If you are teaching a multilingual group in Britain, you can

say prices and ask students to fi nd the correct coins

B Can you fi ll this in?

1 Ask students if they ever send gifts abroad

Encourage them to skim and scan the text

Did you know …?

If you are teaching a multilingual group in an English-speaking environment, ask individual students to write their address – as if

on an envelope – on the board Ask them to explain the address

to the class

If you are teaching a monolingual group in their own country, ask students if the house/fl at number comes before the name of the street/road and how the postcode works

2 Ask students to suggest other gifts, recipients and countries

They can then decide if they need to use a customs declaration form with these gifts

work together to fi nd the answers, or they can work on their own and then compare answers

More activities

1 If you are teaching a multilingual group in Britain, students

can look at the website www.royalmail.com and fi nd out about postal charges for sending mail within Britain and abroad

2 Remind students – especially students who speak

European languages – that some English words may look similar to words in their own language Tell them

to imagine that they are French (if they aren’t), and to

fi nd words on the Declaration Form that are exactly the

same in French and English (declaration, commercial, description, total) Elicit or explain that the pronunciation

may be different in the two languages – but the fact that the words are written the same is much more important when you are reading

Trang 19

Unit 3 What’s on?

Explain to the class that we can also use What’s on? as part of a

longer question, e.g What’s on TV tonight?

• Ask students if there is a theatre or cinema in the town/city

where they are studying Ask individual students to read out

the sentence that is true for them Encourage other students

who have ticked the same sentence to add either at the end

of the fi rst two sentences (I never go to the theatre either.)

and too at the end of the last two sentences (I go to the

theatre two or three times a year too.) Explain that we use

neither with negative sentences (I don’t go to the theatre

very often either.) and that never and hardly ever have

negative meanings

• Ask students to do the same with their sentences about going

to the cinema

• You could do a class survey and fi nd out which is the most

popular type of show Ask students if they have seen a show

recently and encourage them to describe it

If necessary, explain that Brighton is a city on the south coast of

England It is a very lively city and it is also popular for day trips,

especially from London

Learning tip

Read through the tip with the class Point out that this is how

students read texts in their own language

1 Encourage students to only read the dates In order to encourage

this, set a time limit, e.g 20 seconds, for the exercise

2 Check answers with the class Ask individual students to read

out a sentence each

3 Look at the example with the class Check the answers with

the class by reading out each sentence and getting students

to say the name of the show

4 Students could work in pairs to write sentences Go around the

class giving help and encouragement as students work Don’t

check answers if students are going to do the Class bonus

Class bonus

Look at the example with the class before students work in pairs

You could also make another sentence about one of the shows and

get students to say which show you are describing When students

have fi nished reading out their sentences in pairs, they can then

work with a different partner and read out their sentences again

To round off the activity, say the name of one of the shows and get

students to read out the sentences they wrote about this show

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

Focus on … vocabulary

Remind students to note down useful words from each text they read Encourage them to write the words in sentences which are meaningful to them

More activities

1 Students tell the class about a show they have seen

2 Encourage students to look at the Theatre Royal website

www.theatreroyalbrighton.co.uk and fi nd out what’s on

Ask students what they think a picturehouse is (cinema) If they

don’t know, get them to look quickly at this section of the unit

They will fi nd the word fi lm on the page Explain that The Duke

of York’s Picturehouse is part of a chain of cinemas which show mainly foreign and non-mainstream fi lms, i.e they don’t show the major Hollywood fi lms

1 Ask students who have seen The History Boys to tell the class

about it

2 You could have a quick class vote to see how many students

would like to see the fi lm

3 Ask students to compare their answers in pairs before class

feedback

4 Explain that a later showing of the fi lm will start after 5pm

– probably at about 6.30 or 7pm

5 Look at the chart and the examples with the class Explain

that there are three ways in which you can book your ticket Students then complete the chart with information about the other two ways

feedback

7 If any student is a member of a cinema, get this person to tell

the class why they decided to become a member

Extra practice

If you are teaching a multilingual group in an English-speaking environment, you could plan a trip to the cinema together Before the trip, students could read about the fi lm on the Internet or you could do some work on a text in class

If you have any English DVDs, you might consider lending them

to your students or watching a fi lm in class

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,

Trang 20

Unit 4 What’s in your luggage?

Look at the unit title with the class and elicit that this unit is

about air travel

environment, ask students how they travelled to the country

You could ask one or two students which of the items they took

on their last holiday Encourage them to say where they went

and what they took

Make sure that students understand the meaning of check in

and checked-in luggage

1 If necessary, explain that Manchester is in the north-west of

England and Athens is the capital of Greece The fl ight takes

about four hours between the two places

Make sure that students understand the meaning of hand

luggage.

Learning tip

Emphasize the point that students should only use a dictionary

to check their guesses Explain that continually looking up words

in a dictionary takes a lot of time and can disrupt reading the text

itself

feedback

3 Ask students if they usually carry these items in their hand

luggage Explain that if it is not clear from the notice whether

or not you can take the things as hand luggage, students

should leave the box empty

4 Look at the example with the class Ask students to fi nd the

word measures (in the heading) and then to read on until

they fi nd the word restrictions (second sentence of second

paragraph)

If you like, you can do another example with the class

Ask students to fi nd the word items (fi rst sentence of fi rst

paragraph) and then to read on until they fi nd another word

with a similar meaning (things – second sentence).

work together to fi nd the answers, or they can work on their

own and then compare answers

7 Before students do the exercise, ask them to suggest

examples of synonyms and antonyms Alternatively, say

a word yourself, e.g big, and then get students to say a

synonym (large) and an antonym (small).

8 Students can discuss this question in pairs or small groups.

1 Tell students that you are going to quiz them on capital cities

Say the names of capital cities and students respond with

the country, e.g Vienna (Austria), Brasilia (Brazil), Ottawa (Canada), Athens (Greece), Tokyo (Japan).

Class bonus

Check answers by setting up a chain around the class Students take turns to name a country; as the chain continues, students cross off the countries they have written on their list

2–3 Encourage students to skim the customs guide by setting a

time limit, e.g 30 seconds

If you are teaching students who are from European Union countries, ask them if they know when their country joined the European Union If they don’t know, they could fi nd out for the next lesson

4 Students can compare and discuss their sentences in pairs or

small groups

Focus on … must, mustn’t and don’t have to

Students can write sentences of their own as a follow-up

More activities

1 Students can fi nd out more about British Customs

regulations from the website www.custom&exercise.gov.uk

2 Students can fi nd about regulations concerning food items

that can/can’t be brought into Britain on the website www.defra.gov.uk

Trang 21

Unit 5 Where shall we eat?

Look at the example with the class Students then underline

the correct word for the other items Make sure that students

understand the meaning of the six unused words

If any of your students are from countries in the list, ask them to

tell the class about the dish from their country

Ask students if they have eaten any of the dishes in the list What

were they like?

1 Use this exercise to make sure that students understand the

meaning of the words in the box

2 Ask students to scan the text and underline the words from

Exercise 1 They are all in the text

3 Look at the example with the class Encourage students to

look at the illustrations and match the things they know, e.g

salad, olive oil, before they read the text.

Explain or elicit that fried, boiled, grilled and hard-boiled are

used as adjectives (because they are before nouns) and fried

is also used as a passive verb – (which is) fried Students can

then fi nd other words ending in -ed and work out if they are

adjectives or verbs (served, dressed, introduced, perfected =

verbs) After students have done the exercises, encourage them

to suggest other food items and to say how you can cook them

or how they prefer them, e.g I like fried potatoes more than

boiled potatoes.

5 Check answers with the class Ask one student to say whether

the sentence is true or false and another student to read out

the information from the text which gives the answer

6 Students say whether the sentences in Exercise 5 are facts or

opinions

7 Look at the example with the class Students then work out

the function of the other two sentences

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

English-speaking environment, students can choose one of

their favourite dishes from their country or region and

describe the dish to the class Encourage them to include

a description of the dish, some facts about it and a

recommendation/suggestion

2 You could also encourage students to prepare dishes from

their country so that their classmates can try them PHOTOCOPIABLE © Cambridge University Press 2008

3 If you are teaching a monolingual group in their own

country, students could write a similar text for the food section of a guidebook to their country Cut-out photos from magazines could be used to illustrate the text

1 Find out which of the things the greatest number of students

chose as the most important and which as the least important

If you are teaching a multilingual group in an speaking environment, ask students if they have been to any restaurants in the town/city How would students rate these places in terms of their location, price, size of dishes, etc?

English-2 Set a time limit, e.g one minute, in order to encourage

students to skim the messages Check the answers with the class Ask students to say the words from the messages which

gave them the answers (popular, best, good, fantastic).

Ask students to name any cities in their own country which have different names in English

5 Read out the fi rst part of each sentence Write the fractions as

fi gures on the board as you say them Ask students to express the fractions as percentages Then check the answers with the class

6 Ask students which restaurant they would try fi rst, and why

Find out which restaurant the greatest number of students chose

Class bonus

Students can either read out their note to the whole class, or they can work in pairs and read their note to their partner They can work with several different partners

More activities

Ask students to fi nd out about restaurants in the town/city where they are studying Students then write a review of a restaurant Put the reviews on the class noticeboard and ask other students to say if they agree Students could also add their own comments to the reviews

Trang 22

Unit 6 Somewhere to stay

After checking the answers, ask students to suggest types of

accommodation and write the words on the board Students can

add any missing words to the list in their book

Ask students if they have stayed in the holiday accommodation,

e.g Have you ever stayed in a caravan? Students can then say

when and where they stayed

Explain that Banff Y Mountain Lodge is the name of the

accommodation students are going to read about Explain that Y

stands for Youth

1 Ask the class if anyone has been to Canada Have they been

to Banff?

Remind students that they should skim the text to get a

general idea and not read every word You could set a time

limit, e.g one minute

2 Check the answers with the class Either read out each

sentence and get students to say yes or no, or get students to

read out each sentence using can or can’t as appropriate, e.g

You can’t have a private bathroom.

3 Students can do this exercise in pairs Ask individual students

to read out a sentence each

4 Look at the example with the class Students match the icons

with the features and write the features Mime using one of

the features, e.g using the Internet Students say the feature

They then mime actions for their classmates to guess

5 Ask two or three students which features are the most

important and/or least important for them

Find out which of the things the greatest number of students

6 If necessary, explain that backpack is another word for

rucksack

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 fi nd out about the accommodation there

on the Hostelbookers website www.hostelbookers.com

1 After checking the answer with the class, ask students if they

have ever booked accommodation on the Internet What other things have they booked or bought on the Internet?

2 Explain or elicit that lots of websites have a webpage called

FAQs

Remind students that they do not need to read every word

of each answer They should skim and scan the text for the information they need to answer the questions

3 Point out that questions that begin Can and Do will have

yes or no answers; questions that begin with What will have

longer answers Do not confi rm answers at this stage

Class bonus

After students have discussed their answers with a partner, you can discuss students’ answers with the class Again, do not confi rm answers at this stage

4 Remind students to cross off the questions in the FAQs in

Exercise 3 as they match them with the answers In this way, they will reduce the number of options available Remind students that they do not need to read every word

of each answer They should skim and scan the text for the information they need to answer the questions

5 After students have read the answers carefully and worked

out how many answers they guessed correctly, you can ask them how many answers they got right Say the number 11 and ask students to raise their hand if they got all 11 answers correct Repeat with 10, 9, etc until you fi nd out which student(s) guessed the greatest number of correct answers

6 Ask individual students to read out their questions to the

class Other students can suggest answers

Extra practice

You could ask students to fi nd out if there are any more FAQs on the website that they did not include in Exercise 6

Trang 23

Unit 7 On top of Table Mountain

Ask students if they know where Table Mountain is and if they

can name any other famous sites or attractions in South Africa

• Read the fi rst sentence with the class Ask students to point to

the cable car in the photo before doing the fi rst exercise

Ask individual students to read out a sentence which is true

so that all four statements are read out Then ask four more

students who crossed the sentences to make them true for

them, e.g I haven’t been in a cable car, I’m afraid of heights

Encourage students to say something about their experiences

• Explain the meaning of cableway Tell the class that a train

runs on a railway and a cable car runs on a cableway The

cableway is the wire that supports the cable car

1 Read through question a with the class Let students look very

briefl y at the front of the leafl et and then ask for the answer

2 Look at the example with the class Ask students to read out

the information on the front of the leafl et which gives them

this answer (Shop at the top) Repeat this procedure for the

other ticked items

3 Ask students to scan the inside of the leafl et again and fi nd

any other abbreviations Elicit the meaning of the following

abbreviations: SA (South African), ID (identity [card]), h (hour).

4 You could make this competitive by asking students to work

in pairs to fi nd the information quickly The fastest pair wins

5 Ask students if they would buy a one-way or a return ticket.

6 Explain that curios is a rather old-fashioned word that means

unusual objects

Learning tip

Make the point that students should only use a dictionary to

check their guesses Explain that continually looking up words

in a dictionary takes a lot of time and that using a dictionary

disrupts reading the text itself

7 Encourage students to read the leafl et again and to circle any

words they don’t understand Can they work out the meaning

of these unknown words?

8 Students can discuss these questions in pairs or small groups.

Extra practice

Ask students to fi nd out about any other places of interest in

Cape Town or the surrounding area; the Cape of Good Hope is

not far away, for example

More activities

1 Play a memory game Students take turns to make a

sentence each about Table Mountain Cableway

2 Ask students to describe a tourist site they have visited, or

to recommend somewhere for you to visit in their country

1 Remind students that we scan a text when we are looking for

specifi c information

Elicit or explain that if both of the fi rst two numbers in a date are

12 or below, then it is sometimes diffi cult to tell which is the day and which is the month

2 Remind students that we often skim a text the fi rst time

we look at it Set a time limit, e.g one minute, in order to encourage students to skim these texts

3 After checking the answer, ask students if they have ever

been in – or know of – a cableway with a 360° view

feedback

Class bonus

Alternatively, students could make true/false statements about the cable cars Their partners have to decide if the statements are true or false from memory

together to work out the meanings, or they can work on their own and then compare what they think

6 Encourage students to use a pencil so that they can rub this

out when they have worked out the meaning of the word(s)

7 Students can work in pairs and help each other to understand

any unknown words

More activities

1 Students practise reading aloud the numbers in Section 2

of the leafl et Make sure that they say one thousand two hundred, one thousand and eighty-fi ve and one hundred and thirty-four Write some other fi gures on the board for

students to say aloud

2 Students can look at the website www.tablemountain.net

and fi nd out what other information it gives about Table Mountain For example, there is a webpage of FAQs which gives information about parking, queues, etc

Trang 24

Unit 8 It’s ringing

Ask students to compare their answers in small groups

If you have used Unit 2 Airmail, please! with the class, students

might remember that the word package is used for a wrapped

parcel Explain that in this section, students are going to read

about another type of package (phone packages)

1 Students can do this exercise in pairs They can help each

other to work out the meaning of any unknown words in

italics, and then ask and answer the questions

information in the description of the Dolphin package which

gives this information

Check the answers with the class Ask one student to read out

the fi rst sentence in each pair and another student to read

out the second sentence

Learning tip

A chart is provided in Exercise 3 for students to complete

Explain that students should consider making their own charts

when they read certain texts

3 Look at the examples in the chart with the class Ask students

to scan the text and fi nd out how many minutes to any

network at any time you get with Dolphin Elicit or explain the

meaning of cross network (from one network to another).

together to complete the chart, or they can work on their own

4–5 Students can work in pairs to complete these exercises.

6 Ask students which package they would prefer, and why.

Class bonus

Tell students to choose one of the packages and to read this

description again carefully Go around the class and make sure

that more than one person has chosen each package

Students can work with several different partners Tell them to

describe the same package each time

More activities

1 Students read the descriptions of the packages again and

note down any useful expressions about their own mobile

phone They then work in pairs and tell their partner about

their phone

2 Students write a description of their ideal mobile phone

They could do this in small groups

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

phone boxes

Students should try and answer the questions about their home country If you are teaching a monolingual group in their own country, you can discuss the answers and make sure that everyone agrees with them

If you are teaching a multilingual group in an English-speaking environment, you could tell students to imagine that you are

visiting their country Students could change US in questions

b and c to another country if necessary

2 Encourage students to skim the text In order to encourage

this, set a time limit, e.g 20 seconds, for the exercise

If some students say that section 5 is also about paying for calls, explain that these payments are payments for using Directory Enquiries and not for actual phone calls

Focus on … nouns and verbs

Remind students that the context usually makes clear whether a word is a noun or a verb

When students have done the exercises, ask them if they can think of any other words which are both nouns and verbs You can point to your hand, head and watch – these three words are all verbs as well as nouns Ask students to look through the unit

for other examples: buy, pay, change, text, talk and cross are in Section A; ring is the verb in the unit title.

3 After students have completed the chart and checked their

answers, ask them to fi nd out how much the phone call would cost if they spoke for 30 minutes and if they paid with coins (50p – 40p for the fi rst 20 minutes + 10p for each subsequent 10 minutes) and by credit card (£7.00 – £1.20 for the fi rst minute, 20p x 29 minutes = £5.80)

4–5 Ask students to work together and compare their answers

in pairs before getting class feedback

6 Look at the fi rst question with the class Students can then

fi nd the answers to the other questions in the text

If you are teaching European students in Britain, you could ask them if they have ever used euros in Britain Where did they use them, and what for?

7 Discuss the advice with the class Ask students if they would

give the same advice to people who were using public phones in their own country

More activities

If you are teaching a monolingual group in their own country, ask students to look at the instructions in a public telephone box Are the instructions given in English? In what other places in the town/city can they fi nd information in English? Encourage them to read any information/instructions in

Trang 25

Unit 9 Don’t worry!

Note that health and illness can be a sensitive subject

Refer students to the unit title and ask students to give some

examples of when they would say Don’t worry.

• Ask individual students to read out a true sentence each

• You could give an example yourself before students write

their own sentences For example, I’ve never broken my arm.

1 Encourage students to skim the page, rather than read every

word

2 After checking the answer with the class, explain that the word

wound does not refer to only cuts and grazes You can have a

stab wound (from a knife) or a gunshot wound (from a gun),

for example

3 Students scan the page again and fi nd one word for the

person who has the wound (the casualty).

4 Check the answers with the class Make sure that everyone

agrees that the basic steps are the numbered headings in the

text

5 After checking the answers, you can ask students if they can

name the other items in the picture

Learning tip

Elicit from the class that commas aren’t always used to separate

sentences into important and less important parts Sometimes

they are used to separate items in a list

6 You can draw students’ attention to the commas in b2 The

fi nal comma is used to separate this part of the sentence off

from the other parts, but the commas after glass and metal

are to separate items in a list

7–8 Students can do these exercises in pairs.

9 You could explain the use of the semi-colon (;) in the fi rst

sentence under the fourth heading Explain that a semi-colon

is used instead of a full stop between two sentences which

are closely linked

More activities

1 Write the following sentence on the board: You need

to avoid ……… touching the wound Ask

students to look at the text again and fi nd six words which

they can use to complete the sentence (germs /

micro-organisms / bacteria / fl ies / unwashed hands / fi ngers).

2 Ask students if they have got a fi rst aid box at home or in

their car What do they have in it?

B Going to A&E

Ask students if they know what A&E stands for; if they don’t

know, tell them that they will fi nd the answer in the text

(Accident and Emergency)

1 Go through the instructions with the class Make sure that

students understand exactly what has happened to Cilka at the A&E department

Point out to the class that these are abbreviations that are used in Britain Explain that the NHS is a free service, although some people have private medical insurance In the USA, the

emergency department is ER, a doctor is called a physician and

there is no free healthcare

2 Ask one or two students to read out their completed

sentences Ask other students if their sentences are the same

work together to fi nd the most important points, or they can work on their own and then compare the information they have underlined

information in the text which gives the answer Ask students

to read on and to fi nd something else that may happen to someone with a minor injury Students complete the rest of the chart They can do this exercise in pairs

6 Elicit the word ambulance Ask students how you travel to

and from hospital in their countries

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?

Trang 26

Unit 10 What’s in the news?

Ask students if they prefer to watch the news on TV or to read it

in a newspaper

• Read the headline to the class or write it on the board Ask

students what they think the article may be about Do they

think this is a serious or a funny story?

• Give students time to read the beginnings of the sentences

and to think about how they may end Then ask two or three

students for their suggested ending for each sentence

• Ask students to tell the class about any unusual stories they

have read in the newspaper

1 Make the point that newspaper headlines usually summarise

the main point of the article Explain that headlines don’t

usually include small words such as a/an, the, his/her.

Students can either use their dictionaries to look up any

unknown words, or they can work in pairs or small groups

and help each other with any unknown words

Ask students to tell the class what they think might have

happened in each story

2 If students don’t know some of the words, encourage their

classmates to help them with the meaning

3 After students have written their sentences, you can ask two

or three students to read out the sentence they have written

about the fi rst story Repeat this procedure for the second and

third stories, but don’t check answers at this stage

4 Tell students to underline the words in the stories as they fi nd

them Ask students if they matched the words in Exercise 2

with the correct story

5 Ask individual students to tell the class if any of their guesses

were correct

6 You can ask students who aren’t interested in football to read

all three articles again and note all the body parts that are

mentioned Alternatively, students can look for words which

are used for people, i.e ball boy, referee, player, goalkeeper,

father, daughter, man, little girl, police captain, visitors.

7 Give one or two example questions for article 1 Students

then write their own questions for each of the articles

Class bonus

Divide the class into three groups Students in Group 1 write

questions about Article 1, students in Group 2 write questions

about Article 2 and students in Group 3 write questions about

Article 3 Students in Group 1 each give their questions to

someone in Group 2; students in Group 2 each give their

questions to someone in Group 3; and students in Group 3

each give their questions to someone in Group 1 Tell students

to answer the questions on a separate piece of paper

When students have answered the questions, they then give the

questions to someone from the other group In this way, each

8 Find out if everyone agrees on the most unusual – or funniest

– story

More activities

1 Ask students to write some newspaper headlines for

unusual stories, e.g Spider kills three, Man fi nds mouse

in soup, Woman thinks husband is burglar Remind them

to use the present simple in the headlines and also not

to include a/an, the, his/her, etc Give each student a

small piece of paper on which to write their newspaper headline Students can then exchange headlines They have to write the short article that follows the headline on the slip of paper they received

2 Alternatively, ask students if they know any other strange

but true stories

other to work out the meaning of any unknown words in italics, and then ask and answer the questions Students can either answer the questions about banking in their home country or in the town/city where they are studying

2 Set a short time limit for this exercise, e.g ten seconds, to

make sure that students skim the text

other to understand any unknown words

4–5 Look at the instructions with the class Remind students

to scan the article for the information needed to answer the questions You could set a time limit for this exercise, e.g one minute

6 Before students read the article, explain that this is a typical

newspaper article in that it doesn’t relate the events of the story in the order in which they happened

7 Students can do this exercise in pairs Check the answers with

the class Ask individual students to read out a sentence each

in the order in which the events happened

8 Check the answers with the class Ask three students to

supply the missing adjectives

Ask students what they think about the situation and how they think the problem arose

Learning tip

Ask students if they read for pleasure in English What do they read? What would they recommend other students to read?

9 Encourage students to record new vocabulary in a notebook

– if they don’t already do this

Extra practice

Point out that the aim of asking yourself questions is to help you

to understand the text The aim is not to test yourself

Trang 27

Unit 11 I’ll check my email

• Ask individual students to read out a statement that is true for

them

• Ask students who else they get email from and who they

send email to

1 Make sure that students understand the meaning of request,

suggestion and warning Elicit or give an example of each

yourself, e.g Can I borrow your pen? (request), Why don’t

you get a reader out of the library? (suggestion), The bus is

leaving soon (warning).

Ask students if the emails are to the same person or to

different people (the same person)

Focus on … email English

After students have done the exercises, ask them if they know

any other abbreviations You could also ask them if abbreviations

are used in emails in their own language

2 Read the fi rst email and the three sentences with the class

Students decide which sentence is correct Students can do

this exercise in pairs They can either work together to fi nd

the correct sentence, or they can work on their own and then

compare answers

3 Draw students’ attention to the use of BTW and IMO in email

1 Ask them what the abbreviations stand for

4 Students can do this exercise in pairs Encourage them to write

more than six sentences if they can Check the answers with

5 Elicit or explain that X after Guilia’s name is the symbol for

a kiss Ask students if they use this symbol when writing to

friends or family in their own language

6 Students can write replies to more than one email Encourage

students to read each other’s emails, especially if they have

replied to the same one They can fi nd out if they have

written similar messages They can also help each other with

any mistakes

Class bonus

Students can write their email addresses on the board for

everyone to copy or they could write their addresses on a list

Photocopy the list so that everyone has each person’s address

You could give the class your email address so that students can

contact you if they are going to miss a lesson, can’t remember

the homework, etc

1 Check the answers with the class and complete the chart on

the board

2 Discuss the answers with the class Perhaps some students

think she should also reply to Sally’s email (1) to let her know that she has received her new email address

3 Ask students if they use sites similar to Birthdate.com.

4 Draw students’ attention to the Date of Birth instructions in

the email Elicit that writing the month before the day is the

US style of writing dates

5 Students can discuss the questions in pairs before discussing

the questions with the whole class

Trang 28

Unit 12 Is that spelt correctly?

Elicit that this unit is about spelling Explain that sometimes

students will see the word spelled instead of spelt Both words are

correct Similarly, the following pairs of words are correct: burnt/

burned, dreamt/dreamed, learnt/learned, smelt/smelled In either

case, the ending of the word is pronounced /t/, e.g /spelt/

There are some examples of the differences between British and

American English in the key Here are some others you can use

as examples:

a In American English, the past participle of got is gotten,

e.g The weather has gotten worse (British English = The

weather has got worse.)

b In American English, schedule is always pronounced with a

/sk/ sound; in British English it is either pronounced /sk/ or

with a soft /ʃ/ sound

c In American English, words such as customize, legalize,

always end in ize; in British English, these words can end in

ize or ise, i.e customise, legalise.

d The clothes trousers, waistcoat, vest and trainers in British

English are pants, vest, undershirt and sneakers in American

English

1 Look at the example with the class Students can do this

exercise in pairs Discourage them from looking the words up

in a dictionary Don’t check answers at this stage

2 Look at the example with the class Explain that all fi ve words

in Exercise 1 are in the text If necessary, students should rub

out any incorrect answers for Exercise 1 and write the correct

answers on the lines Students then complete the other

version of the words on the lines in Exercise 2

Check answers If you like, you could write the answers to

Exercises 1 and 2 in a chart on the board Use the headings

BE and AE and write the spelling of each word under the

correct heading

3 Look at the example with the class Elicit that license in British

English is only for the verb; the noun is licence.

together to fi nd out if the words are British and/or American

English, or they can work on their own and then compare

answers

4 While checking the answers, elicit the spellings which are

specifi cally British or American (a fl avor, b non-smoker,

c licence, d theater).

5 Ask students to discuss this question in pairs.

6 Check the answers to Exercise 6 before students do Exercise

7 Say each letter in turn and ask a student to say and spell

the corresponding word

7 Look at the example with the class Explain to the class that

all the words in Exercise 6 are spelt differently in American

Class bonus

Go around the class as students choose their six words Help them with any letters that they don’t know how to pronounce

More activities

1 Practise saying the letters of the alphabet Set up a chain

around the class

2 Ask students to choose their favourite English word and

to spell it to the class The other students say the word

Remind students to say double l in words like traveller, woollen, etc.

3 Find out who is the best speller in the class Give a

spelling test (10 words, for example) using words that students have recently met Alternatively, ask individual students to prepare a spelling test for the rest of the class

1 After checking the answer, ask students if they ever use a

computer manual and what for?

2–3 Students can do these exercises in pairs, before getting

class feedback

Focus on … spelling

Check the answers with the class Ask individual students to spell the words

4 You could explain to the class that there are very few rules

about English spelling You could even mention one or two words that you have problems with

5 Ask if anyone has an electronic spellchecker with them If they

type in an incorrect word from the list, the spellchecker will probably show the correct spelling This should be the other word in the pair in Exercise 1

6 Students can check the spellings in small groups.

Extra practice

Make sure that students check the spelling of the problem words

in a dictionary before they write them down

Students can use their own list of words to test their classmates They say a word from their list for other students to write down correctly

More activities

1 Explain that before handing in any written work, students

should read it carefully and correct any spelling mistakes

2 Give students a piece of written text which contains

several spelling mistakes and ask them to correct it

Alternatively, make a note of all the spelling mistakes in a piece of written work that the class has done Ask students

to correct the mistakes

Trang 29

Unit 13 How do I join?

• Look at an example with the class Ask students to underline

I read or I don’t read so that the sentence is true for them

• Ask a student to read out his or her sentence Then ask

someone who has underlined the other words to read out his

or her sentence Encourage other students who read a lot to

say Me too and other students who don’t read a lot to say Me

neither, as appropriate.

1 Give students two or three minutes to write down their

questions Then invite individual students to read out a

question each

Learning tip

Tell students to imagine that they might have to explain what

they have read to someone else This will encourage them to try

and put diffi cult parts of a text into their own words

2 Make the point that true/false statements, like those in this

exercise, are examples of putting the text into different/

simpler words Check the answers with the class Ask one

student to say whether the sentence is true or false and

another student to give the reason

3 Students write the answers to the questions they wrote in

Exercise 2

As a follow-up, students can work in pairs They can ask their

partner any of the questions they have now answered

You could encourage students to go onto the website

www.oxfordshire.gov.uk and try to fi nd any answers that they

still don’t know You may prefer to encourage them to look at

the website after they have worked through Section B

4 Students can write their sentences based on the text they have

just read Alternatively, if they have looked at the library website,

they can write sentences using information they found there

Extra practice

environment, you could consider going to a local library as a

class Perhaps you could arrange for someone to give you a talk

when you get there

Encourage students to borrow books, read as much as they can

and exchange with each other any readers they may have

More activities

1 Play a memory game Students describe the library services

in their own words Invite each student to make one

statement each and not to repeat anything that someone

else has already said

2 Students write true/false statements similar to those in

Exercise 2 They then use the statements to play a memory

game in pairs Students take turns to read out their

sentences; their partner must say from memory whether

the sentence is true or false

1 After checking the answer with the class, ask students what

they understand by other media (DVDs, CDs, etc.).

3 Remind students that it is not necessary to read each word in

the text In order to encourage students to skim the leafl ets, you could set a time limit, e.g one minute, or you could ask them to raise their hand when they have done the matching exercise Check the answers with the class

work together, or they can work on their own and then compare answers

Class bonus

Make sure that students can say the charges in the leafl et Write some of the fi gures on the board and ask students to say them Leave the fi gures on the board After students have done the pairwork, ask them to look at the fi gures you wrote on the

board and to say what they refer to, e.g 5 pence – People who are under 18 pay 5 pence per day for the fi rst week a book is overdue.

7 After students have written the answers to their questions,

they can work with a partner and ask and answer the questions

Focus on … word families

Before students do the exercises, give one or two examples of

word families, e.g read/reader/reading/readable, discover/ discovery/discovered.

More activities

1 Ask students to make word families of their own

Encourage them to look in their dictionaries and fi nd

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?

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.

Trang 30

Unit 14 At the sports centre

Students can work in pairs to write a list of other sports and

physical activities

Ask students about the sports and physical activities they do

Where do they do them? How often? How long have they been

interested in this activity?

Elicit or explain that I don’t fancy playing is another way of saying

I don’t want to play Remind students that you have to use the

-ing form of the verb after fancy.

Learning tip

Make the point that that way we read something depends on

our purpose in reading

1–2 Remind students not to worry about understanding

every word in the text Their aim should be to identify the

information they need to do the exercise

3–5 Ask students to check their answers in pairs before getting

class feedback

Focus on … -ing forms 1

After students have done the exercises, ask them to write

sentences with the -ing words that are meaningful to them Go

around the class helping and encouraging as students work

6 Students can discuss this question in pairs After students

have fi nished the exercise, look again at the Learning tip

Make sure that students agree that they read the noticeboard

in the way which is outlined in the Learning tip

Class bonus

Students can role play the conversation with several different

partners

More activities

1 Practise the names of sports and physical activities Ask

individual students to come to the front of the class and

to mime an activity The other students have to guess the

activity

2 Students write a notice about a sport or activity they enjoy

and display these on the class noticeboard

Tell students that they will also come across the word racket;

both spellings are correct

1 Encourage anyone who has played squash to tell the class

about the sport

2 Look at the example with the class Ask students to identify

the information in the notice which gives them the answer Check the answers with the class Ask students to identify the information in the notice which gives them the answer to question d

3 Look at the photo in the leafl et with the class Elicit that this

sport is real tennis Ask students if they have ever played real tennis (This is very unlikely!)

Students answer the questions in Exercise 2 They can either work together to fi nd the answers, or they can work on their own and then compare answers

the class Draw a chart on the board and write the answers in the chart

5 Students can discuss these questions in pairs or small groups.

Focus on … -ing forms 2

After students have done the exercises, ask them to write

sentences with the -ing words that are meaningful to them Go

around the class helping and encouraging as students work

Extra practice

Students will fi nd descriptions of squash and real tennis on the website www.wikipedia.com There is also a brief description of squash on www.wisegeek.com and a detailed description of real tennis on www.real-tennis.nl

More activities

1 Students imagine that they either took up squash at the

sports centre or they paid for the real tennis introductory session They can write an email to a friend describing what happened or they can tell a partner

2 Alternatively, students work in pairs with someone who

chose the other activity Students tell their partner what happened Encourage the other student in each pair to ask questions

Trang 31

Unit 15 I’d like to work here

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

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

Elicit or explain that profi les means descriptions.

1 Remind students to look only for the information needed to

answer the question If you like, you can set a time limit for

this exercise, e.g one minute

2 Again, set a time limit in order to encourage students to skim

the text

3 Look at an example with the class Students fi nd the fi rst

job title – stockroom assistant Ask students if they know

the meaning of stockroom Encourage them to scan the

dictionary entries for help with the meaning Elicit that the

stockroom is the room where the goods are kept before they

move into the shop A stockroom assistant is someone who

works behind the scenes rather than in the shop itself

Students use the dictionary entries to work out what the jobs

are Ask someone to describe each person’s job

Focus on … job and work

Elicit or explain that work is something you do to earn money and

job is used to talk about the particular work activity that you do.

After students have done the exercises, encourage them to write

similar sentences using job, jobs and work which are meaningful

to them Go around the class giving help and encouragement as

students work

4 Set a strict time limit for this exercise to encourage students

to skim the text, rather than read every word

5 Students rank the things in order Find out which of the things

the greatest number of students chose as the most important

and which as the least important

6 Students can discuss these questions in pairs.

7 Regroup the class into different pairs Students discuss the

questions with their partner Then discuss the questions with

the class

More activities

1 Practise the words in the dictionary entries with the class

Ask them questions which include the words, e.g Which

company do you work for? How many employees are

there? Have you ever worked in retail?

2 Discuss jobs and work in general with the class.

1 Discuss the questions with the class

2 Look at the example with the class Ask students to scan the

two profi les and fi nd the information which gives the answer

(Liam joined as a Christmas temp (line 1), Natalie spent the Christmas period on a temporary contract (lines 3–4)

Students can do the rest of the exercise in pairs They can either work together to fi nd the answers, or they can work on their own and then compare answers

Check the answers with the class Ask one student to say He and/or She, and another student to read out the information

in the text which gives the answer

3 Look at an example with the class Ask students to fi nd the

information which tells them that Liam doesn’t still work in the same store

Students can do the rest of the exercise in pairs Check the answers with the class Ask individual students to read out a sentence each

4 Point that two of the questions ask students what they

think There is information on the webpages which gives the answers to the other two questions

Class bonus

Divide the class into two groups One group invents more details for Liam and the other group invents more details for Natalie Allow time for students to read the other person’s profi le again and to prepare some questions to ask them Students can work in pairs within a larger group Students then interview a partner from the other group Students can interview more than one partner

5 After students have done the exercise, ask one or two of

them to read out what they have written Ask the other students if they agree

6 Ask students what they think a Cash Offi ce Assistant does

(This person works in accounts and with the money that the shop takes.) Ask students which of the positions they would

be most interested in

Extra practice

Remind students to try and work out the meaning of any unknown words in every text they read

Students can also go onto the HMV website www.hmv.co.uk and

fi nd out more about the company and the jobs it offers

More activities

1 If your students have jobs, encourage them to write a list

of people’s names and positions in their company

2 Students can write a profi le of their own job (as in the

webpages) or of their ideal job if they don’t work

Trang 32

Unit 16 Just the job!

• Look at an example with the class Read out the fi rst sentence

and ask students if they would do this if they wanted to

change job or get a job Students then tick the sentences

which describe the methods they would use

• If necessary, explain that York is a city in the north of England

It is famous for its cathedral, York Minster, and its old town

walls

1 After checking the answer with the class, ask students to

name other countries in which the three languages are

spoken (Italian – Italy, Portuguese – Portugal, Brazil, Angola,

Spanish – Spain, the Philippines, and all Central and South

American countries except Brazil)

2 Remind students that they should scan the advertisements

and not read every word You could set a time limit, e.g one

minute

3 Ask students to check their answers in pairs before doing

class feedback

4 Students can do this exercise in pairs They can work together

to decide reasons why the jobs or no good, or they can work

on their own and then compare what they have written

5 Remind students that they should scan the advertisements

and not read every word

6 Students can do this exercise in pairs They help each other

to fi nd the words and work out their meanings Check the

answers with the class Make sure that everyone understands

the meaning of the words before they move on to Exercise 7

If you like, you can tell students that the missing words are in the

order in which they appear in the advertisements For example,

they will fi nd the missing word in sentence b after vacancy and

before the missing word in sentence c

7 Look at the example with the class Ask students to fi nd

the words in the fi rst advertisement which give the answer

(Two Saturdays per month, 9.30am – 1.00pm) Check the

answers with the class Ask one student to say the answer

and another student to read out the information from the

corresponding advertisement which gives the answer

8 Ask students to do this exercise in pairs.

9 After students have done and checked the exercise, you can

ask them which job they think would be the best for Blanca,

and why Students can discuss the questions in pairs Then

discuss them with the class

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

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

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

English-speaking environment, ask if anyone is doing a part-time job What do they think are the best jobs for English students?

2 Discuss with the class the difference between an

application form and a CV (An application form is available from the company; a CV is created and

presented by the job applicant Students could then write their own CV

If you are teaching a multilingual group in an English-speaking environment, you might like to offer to go through the CVs of any student who may actually apply for a job while they are studying

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