Reading Extra

A resource book of multi-level skills activities

. � .. CAMBRIDGE
::: UNIVERSITY PRESS
Liz Driscoll
 Unit 1 Personal information

Write around the world

LEVEL Wann up
Elementary 1 Write the word keypal on the board. Elicit or explain that a keypal is someone you
exchange e-mails with as a hobby but whom you usually haven't met. Encourage students
TOPIC to talk about any keypals or penfriends that they write to.
Keypals
Main activity
ACTIVITY TYP E 1 Explain to students that they are going to read descriptions of keypals.
Read-and-match 2 Give each student a photocopy. Read the introduction and look at the chart with the class.
Encourage students to work out the meaning of any unknown headings from the
information already in the chart.
READING
3 Ask Who is 24? Students read the descriptions quickly in order to answer the question.
FOCUS Explain that one piece of information is given about five of the people; the completely
Reading for specific empty section of the chart is for the sixth.
information, reading 4 Ask students to read the descriptions and complete the chart. Encourage students to
for detail work together in pairs so that they can help each other.
5 Check the answers with the class. Ask a question using the information already given in
TIME the chart to identify each person, e.g. Who is Polish? Then ask Hm.u old is she? Where is
40-50 minutes she from? What is her job? What are her hobbies?
Answer key
KEY LANGUAGE name Paulo Maria Claudette Stefan Mikhael Belen
Present tense of be Dias Szopen Romand Zilliken Pavlov Lopez
age 24 21 25 23 20 22
P REPARATION nationality Brazilian Polish French German Russian Spanish
One photocopy for home city Rio de Warsaw Lyons Munich Moscow Madrid
each student Janeiro
job teacher computer ski travel student nurse
programmer instructor agent
hobbies water cinema, travel football, computer sport,
sports, running photography walking games, eating
music Internet out

6 Tell students to underline the phrase or sentence which refers to the picture.

Answer key
Belen: I like eating out, Paulo: I love water sports,
Mikhael: I'm a university student,
Stefan: I play football,
Claudette: I'm a ski instructor, Marla: I also like running.

7 Divide the class into pairs and allow students five minutes to find the best keypal for each
person. Encourage them to think of reasons for their choices.
8 Write We think (Paulo) is a good keypal for (Maria) (because) ... on the board while
students are working. When the time limit is up, get students to tell the class about their
choices, e.g. We think Claudette is a good keypal for Mikhael. He's Russian and she went
to Russia last year.
Encourage other students to say why they agree or disagree, e.g. We don't think
Claudette is a good keypal for Mikhael. She's 25 anti he's 20.
There are no right and wrong answers for this matching activity.
9 Ask students Who is a good keypal for you? Then write the results on the board to
discover who is the class's favourite keypal.

Follow up
• Set up an activity in which students become keypals (or penfriends) within their own or
another class. Alternatively, students can find genuine keypals via an exchange
programme or using a keypal website.
10
 ;Jj :�;;�
b

Write around the world

Do you want to practise your English? Do you want to make friends around the world! Then read about
the keypals below and start writing!

Hello! My name is Belen Lopez and I'm

looking for a keypal. I'm twenty-two years Hi! My name is Paulo Dias and I'm Brazilian.
old and I'm from Madrid in Spain. I'm a I live in Rio de Janeiro near the sea - I love
nurse. I work long hours, but water sports! I teach music in
in my free time I do a lot of a school. I love music too!
sport. And I like eating out What else? I'm twenty-four
with my friends. In Spain we years of age and I'm single.
eat very late in the evening. My box number is 002.
Write to me at Box 001.
_·.¼,;'t

Hello. I'm a 20-year-old Russian university I'm Stefan Zilliken and I work in a travel
student (engineering). I live with my family agent's in Munich in the south of Germany.
in Moscow. I want to write to other people I was 23 on January 1st. My hobbies are
around the world. My football - I play and I watch -
hobbies are computer games and walking in the mountains.
and the Internet. Please I also get some free holidays
write to Box 003 to find out with my job! Perhaps I can
more .. 1 nearly forgot- my come to your country! I'm at
name is Mikhael Pavlov. Box 004.

Hi! My name's Claudette Romand and I'm I'm Maria Szopen, twenty-one years old,
French. My home is in Lyons, but I work in and I'm from Warsaw, the capital of Poland.
Meribel - I'm a ski instructor there. I work in I'm a computer programmer. In the
the winter - but in the summer evenings I go to the cinema -
I like to travel. (I went to Russia but English films are difficult
last summer.) I like photography for me! I also like running-
too - so I always have a camera I'm a member of a big
with me! Oh yes, I'm 25 years athletics club. You will find
old. Contact me at Box 005. me at Box 006.

name

age 24

nationality Polish

home city Lyons

job travel agent

hobbies :- computer
.games,
Internet

From Reading Extra by Liz Driscoll © Cambridge University Press 2004 PHOTOCOPIABLE 11
 Unit 1 Personal information

The numbers game

Wann up
Intermediate 1 Ask students if they ever do magazine quizzes or questionnaires that allow them to find
out more about themselves. Explain that they are going to read a text which will allow
TOPIC them to find out more about their personality.
Names and personal 2 Get students to suggest words to describe personality and write a list on the board. Elicit
or introduce the words in Key language, which are all in the text.
characteristics
Main activity
ACTIVITY TYPE
1 Give each student a photocopy. Look at the heading The numbers game with the class. Ask
Read-and-do code· students to look quickly at the text and decide how the game works. Letters of the
breaking alphabet equal numbers, which can be used to describe personality types.
2 Tell students to read the text as far as so MaryBrown's lucky number is three. Make sure
READING that they understand that they can find out what kind of person Mary is by reading the
FOCUS description of threes.
Recognising main 3 Write the following names on the board:
ideas. intensive Alice King, Gareth Jones, Cathy Parker, Simon West,
reading Jane L�e, Alan Brown, Sally Frame, Peter Crisp, Anne Thome.
Explain that the names on the board belong to the people in the pictures. Students follow
the instructions in the text and find out each person's lucky number using the letters of their
TIME
name. They then match the people with their pictures. If you like, you can tell the class that
30-40 minutes the women's names are Alice King, Cathy Parker, Jane Lee, Sally Frame and Anne Thome.
4 Check the answers with the class. Say each name in turn and get students to call out the
KEY LANGUAGE number. If there is any disagreement, get a volunteer student to copy the name onto the
clever, confident, board and to work out the number as for Mary Brown.
determined, friendly, Answer key
happy, honest, 1 Alan Brown 4 Sally Frame 7 Jane Lee
imaginative, intelligent, 2 Simon West 5 Gareth Jones 8 Alice King
kind, lazy, nice, 3 Peter Crisp 6 Anne Thorne 9 Cathy Parker

optimistic, patient, 5 Get students to suggest the name of a famous person and write the person's name on the
polite, quick, quiet, board. If you like, get students to suggest adjectives to describe this person and write a
list on the board.
reliable, sad, sensible,
serious, shy, thoughtful 6 Tell students to work out the number of the person they chose. Ask them if they agree
with the description of this person.
Present tense of be; 7 Ask students to work out their own number. Ask them if they agree with the description.
present simple;
comparative and Follow up
• Students write an alternative description for their own number. Tell them to describe how
superlative adjectives
they would like to be, e.g. Eights are the most thoughtful people in the world. T hey can
then read all the alternative descriptions for the numbers and decide which they prefer.
PREPARATION
One photocopy for
each student. You
might like to read the
text and work out your
own number

12
The numbers game 4 FOURS
Fours are quick and clever,
Follow these instructions and work out your lucky and they can make people
number. Then find this number and read about laugh. They're not shy about
yourself. You can find out all about your friends or saying what they think, but
relatives. All you need to know is the person's name. people don't always like what
they say.
1 2 3 4 5 6 7 8 9
A B C D E F G H I

J K L M N 0 p Q R
s T u V w X y z 5 FIVES
Fives are quicker than most
people. They're more
This is what you do. Write a friend's name on a
intelligent too. They're
piece of paper, and use the chart to find out the
interested in lots of different
number· for each letter. things and are very friendly.
For example: They love travel and trying
new things.

6 SIXES
Now add up all the numbers. Sixes are the happiest and
4+1+9+7+2+9+6+5+5=48 the most optimistic of all the
numbers. They find
Keep adding until you have just one number. something good even when
4+8=12 things are bad. They've got
lots of friends because
1+2=3
they're so nice!
This number is your friend's lucky number,
so Mary Brown's lucky number is three.

1 ONES 7 SEVENS
Ones are the most confident Sevens are clever, serious
and determined of all the and quiet, and usually have
numbers. They can do only one or two close friends.
anything when they want to. They like being alone. They
Ones hate people telling them don't like noisy crowds and
what to do, but they like telling large groups of people.
other people what to do. Sevens love animals and
the countryside.

2TWOS 8 EIGHTS
Twos are kind, shy, thoughtful Eights are sensible, reliable
and polite. They love animals, and nice. In fact, they're
reading and staying at home. sometimes too kind to other
They usually feel really happy people. They work hard and
or sad. try hard at their hobbies.

3 THREES 9 NINES
Threes are certainly not lazy. Nines are clever and
They always do their work on imaginative, but they're
time and still have lots of free sometimes lazy. They like
time for hobbies. They're also having fun, and they are fun to
honest, sensible, reliable and be with. People usually like
patient with other people. nines a lot, but nines are not
always kind to other people.

From Reading Extra by Liz Driscoll © Cambridge University Press 2004 PHOTOCOPIABLE 13
 Unit 1 Personal information

Famous last words

LEVEL Warm up
Upper-intermediate 1 Bear in mind that death is a taboo subject and should be treated sensitively. Begin the
lesson by revising and/or pre-teaching words associated with death. Ask students to
TOPIC explain the difference between died (stopped living) and killed (made someone die). Write
the two words on the board and give students time to think of ways of dying and ways of
What famous people
killing. Encourage them to work together in pairs or small groups so that they can help
said before they died each other.
2 Check the answers with the class. Make sure that you include the following words which
ACTIVITY TYPE are all in the text: died: committed suicide, drawned; killed: shot, hanged.
Matching quotations 3 Explain to students that they are going to read and discuss some famous last words, i.e.
with people what famous people said before they died. Ask students if they know of any examples. For
example, W. Somerset Maugham, the British writer is supposed to have said, 'Dying is a
very dull, dreary affair. And my advice to you is to have nothing to do with it' before he
READING died in 1965.
FOCUS
Text cohesion, Main activity
paraphrasing 1 Give each pair of students the Quotations.
2 Discuss the first quotation with the class. Ask students to think about who might have said
TIME this before dying, not necessarily which specific person, but what kind of person and in
40-50 minutes what situation. Do not confirm or correct students' predictions at this point.
3 Ask students to work in their pairs and predict who might have said each of the things.
KEY LANGUAGE They write their predictions in a list.
committed suicide, 4 Give each pair of students a set of people with their situations. Tell students to match the
died, drowned, people with the quotations.
hanged, killed, shot 5 Ask students to comment on how each person died and the significance of their words.

Suggested answers
PREPARATION 1 Oates did not come back to the tent.
One photocopy for 2 Sedwick was shot dead mid-sentence by someone he thought couldn't kill an
elephant.
each pair of students - 3 King Albert did not join his companions in an hour. He fell to his death.
cut into two parts (the 4 Cleopatra found the snake ('it') which then killed her.
Q1.1otations and the S William was shot dead by his servant.
Situations, with the 6 Archimedes was more concerned with his mathematical problems than the
soldiers who would kill him.
Situations cut into 7 Beethoven would no longer be deaf after his death.
sixteen strips) 8 Mozart was writing a requiem - a piece of music for a religious ceremor:,y at which
people honour and pray for a dead person - when he died.
9 Elvis may have been talking about the press conference - he can't have bored
people with his music'
10 Richard would give up his kingdom to anyone who could give him a horse so that
he could escape the battle.
11 Houdini was always fightir.ig - against chains, etc. - but these didn't 'get' him.
12 Monelete was paralysed by the bull.
13 Leonardo could never have been accused of low-quality work!
14 Marx felt that he had said enough.
15 Cherokee Bill just wanted to get his hanging over.

Follow up
• Discuss the quotations with the class. Which do students particularly like?
 �.s;ban:,o:!(J)
Famous last words
�.
�
�
g<r--------�-----------�--------- -�J!�-�!i�!!�----------------------------------------------�--,
Quotations ·
11 am just going outside Captain Lawrence Oates
and I may be some time. British explorer, a member of Scott's ill-fated 1912 expedition to

�-----. -----------------------------------------------------------�: x
: the South Pole. Said as he walked out of the tent to his death.

2 They couldn't hit an General Sedwick :

I
elephant at this dist ... , American Civil War commander; shot at the battle of Spotsylvania. :
�-----------------------------------------------------------------� x
: Foolishly standing up and looking at the enemy army. :
'
3 If I feel in good form, I shall : Albert I
I
take the difficult way up. If I do : King of Belgium, killed in a climbing accident 1934. To his
not, I shall take the easy one. : companions as he set off on his own route.
�-----------------------------------------------------------------� x
I
I shall join you in an hour. I I

4 So here it is! : Cleopatra :

' '
Queen of Egypt, committed suicide 30 BC. On finding the

�-----------------------------------------------------------------�, x
, poisonous snake in a bowl of fruit.

:
5 Shoot, Walter, shoot, as if it : William II I
I
were the devil. King of England, killed in a hunting accident 1100. To his servant, who :
�-----------------------------------------------------------------�: x
:
: fired, but not at the deer.
6 Stand away, fellow, from my : Archimedes :
diagram! : Greek mathematician, killed 212 BC. To the invading soldiers who :

�-----------------------------------------------------------------� x
: killed him. :
I I

7 I shall hear in heaven! : Ludwig van Beethoven :

r-----------------------------------------------------------------� x
: German composer, deaf for the last 25 years of his life, died 1827. : I
I

8 Did I not tell you I was writing : Wolfgang Amadeus Mozart :

this for myself?
�-----------------------------------------------------------------�: x
: Austrian composer, died 1791. Playing his own 'Requiem'.

9 I hope I have not bored you. : Elvis Presley

: American rock superstar, died 1977. His final press conference ended

r-----------------------------------------------------------------� x
:I with these words. ,
I

10 A horse, a horse, my kingdom : Richard Ill :

for a horse! : English king, killed at the battle of Bosworth Field, 1485. :

r----------------------------------------------------------------i x
: (According to Shakespeare's Richard 111.) ,
11 I am tired of fighting. I guess : Harry Houdini (Erich Weiss) :
this thing is going to get me. : American magician and entertainer who had performed many amazing :I

�-----------------------------------------------------------------�: x
I

: escapes, died 1926.

12 I can't feel anything in my : Monelete (Manuel Laureano Rodriguez Sanchez) :

'
right leg. I can't feel anything : Spanish bullfighter, killed in the bullring 1947.
in my left leg. Doctor, are my I
I

�-----------------------------------------------------------------� x
I
eyes open? I can't see. I
I I

13 I have offended God and : Leonardo da Vinci :

mankind because my work Italian scientist and artist, died 1519. :
I
did not reach the quality it I

�-----------------------------------------------------------------� x
I
should have. I
I
I

14 Go on, get out! Last words are : Karl Marx :

I I
for fools who haven't said : German philosopher and economist, died 1883. Asked by his :
enough. :I housekeeper if he had a last message to the world. :
L-----------------------------------------------------------------ix I

15 No. I came here to die. Not to : Cherokee Bill :

make a speech. T he quicker American criminal, hanged 1896. Asked if he had anything to say.
, this thing's over the better. ,I ,I
I

xL _______________________________ J _________________________________________________________________ Jx
I I I
I I

X
I

X X
From Reading Extra by Liz Driscoll © Cambridge University Press 2004 PHOTOCOPIABLE 15
 Unit 2 The family

77 years of marriage
Warm up
1 Write the words and phrases from Key language on the board in random order. Tell
students that they are going to read a text which includes these words. Ask what they
think the text will be about (someone's life).
Longest married 2 Ask students to put the stages of life in order. When you check the order, elicit the past
couple in Britain tense form of the verbs.

ACTIVITY TYPE
Main activity
1 Give each student the text. Tell students that they have one minute to look at it. Then ask
Reading
a) where the text is from, b) what it is about and c) who is in the photos. Draw students'
comprehension attention to the date of the article.

Answer key
READING a) a newspaper b) the longest married couple in the UK
FOCUS c) Fred and Olive Hodges, the longest married couple
Skimming for text
2 Ask students to read the first paragraph and find four of the stages of life on the board.
type and topic,
3 Explain that newspaper articles often give the main points of the story in the first paragraph
scanning for specific
and then return to them later in the article. Ask students in which paragraph the stages of
words, identifying life are mentioned again. Then ask what paragraph 4 is about .
pronoun references,
Answer key
inferring information
paragraph 2 (and 3) - met (someone); paragraph 5- got engaged/engagement,
from textual clues, text got married I marriage; paragraph 4 - the First World War.
reconstruction
4 Ask students to read the text again and find the other stages of life in the list on the board.

TIME Answer key

40-50 minutes paragraph 2 - left school, started work; paragraph 5 - had children;
paragraph 6 - retired/retirement

KEY LANGUAGE 5 Elicit the pronouns and possessive adjectives which are used to talk about Fred (he, him,
leave school, start work, his). Olive (she, her, her) and the couple (they, them, their). Ask students to find these
words in the text and to check that they all refer to Fred, Olive and the couple. Elicit that
meet (someone), the use of he and his in paragraph 7 refers to John, their son.
fall in love. get engaged,
6 Ask students to find examples of I, my, me and we, us, our and decide who they refer to.
get married, have children. Point out that these can all be found in the direct speech, and depend on who is speaking.
retire
Answer key
Past simple paragraphs 3 and 6 I, me = Olive we, our= Olive and Fred
paragraph 4 I = Fred
paragraphs 7 and 8 I, my= John us, our= John and Brenda
PREPARATION
One photocopy for 7 Give each student the exercises. Encourage students to work together in pairs so that they
each student - cut into two can help each other with Exercise A. T hen they complete the summary of the text for
Exercise B.
parts (the text and the
exercises) Answer key
Exercise A
1 True: The couple met ... as they skated on a frozen river.
2 True: The couple met ... in Northampton. ... Back home in Northampton, Fred ...
3 False: The couple met ... in 1915. But, three years later ... Fred joined the army.
4 True: Fred and Olive ... have been married for 77 years in April 2002.
5 True: Fred worked for the gas company in Northampton. After his marriage, Fred
became chief cashier at the gas company.
6 False: The couple now have 11 grandchildren and 12 great-grandchildren.
Exercise B
1 .!Tifil.in 2 1919 after the 3 in love and got 4 a house and got s had two
6 retired in the 7 are both 8 11 grandchildren and 12 9 in an old people's
1 O married for 77 years 11 the UK's
16
 .Longest married couple celebrate
77 years of marriage
Fred and Olive Hodges, who have Back home in Northampton,
been married for 77 years in April, Fred renewed his friendship
are about to enter the Guinness Book with Olive. The couple had a
of Records as the UK's longest six-year engagement before
married couple. The couple first met their marriage. They had two
in 1915, then were separated by the children, John and Brenda. Fred
First World War. They met again in became chief cashier at the gas
1919 and fell in love. They got company. Olive stayed at home
engaged and married - but only while the children grew up. 'My mother gave up her life for
after six years, when they had saved The couple now have 11 her family and home. Our parents
£600 to buy their first house. grandchildren and 12 great- opened doors of opportunity for
The couple, who are both 102, met grandchildren - the latest just two us which they never had
in their teens as they skated on a years old. Two years ago they had to themselves and encouraged us to go
frozen river in Northampton in 1915. leave their own home because of through them.'
Fred had left school at 15 and Fred's poor health. They now live
started work for the local gas together in an old people's home in
company; Olive had left at 14 and Wellsborough, Leicestershire.
worked in a leather factory. 'We have lots of lovely memories
'I wasn't really interested at the but the birth of our two children is
time, I just wanted to have fun on the the most special,' said Olive. And
ice,' said Olive. 'Fred came up the best decade for me was when
behind me and knocked me down. He Fred retired in the 1960s. His
told me years later that he did it retirement just meant we could
because he wanted to pick me up.' spend more time together. I love
But, three years later, when he was Fred so much. I don't know what I
18, Fred joined the army and was soon would do without him.'
fighting in France. Many of his Their son, John, 73, a retired
comrades were killed. Fred published a professor of genetics who lives in
book of his memories, Men of 18 in Austria, is full of praise for his
1918, in 1988. In his book he described parents. 'They are completely
how a sudden silence signalled that devoted to each other,' he said. ·
war was over. 'Now I knew I was going 'And my sister and I could not have
to have a life after all.' more loving parents.'

:}<----------------------------------------------------------------------------------------------------
Exercise A Exercise B
The sentences below are not in the text. Use other Complete the sentences and write a summary of
information in the text to decide if the sentences the newspaper article.
are true or false. What information helped you? Fred and Olive first .1. . 1915 . They met again in .?. war.
1 Fred and Olive first met in winter. They fell } engaged. In 1925 they bought �- married.
2 They were from Northampton. Fred and Olive .5. children. Fred CJ. 1960s.
3 Fred joined the army in 1915 . The couple .7. 102. They now have .8. great­
4 They got married in April 1925. grandchildren. They live .9. home. They have been 1 ()
5 They bought a house in Northampton. in April. They are � .1 longest married couple.
6 John and Brenda didn't have children.

From Reading Extra by Liz Driscoll © Cambridge University Press 2004 PHOTOCOPIABLE 17
 Adrenalin capital

6 ·················································································

A almost a certainty in the Cape's famous A

face-to-jaw meeting with a great white is bout three hours' drive from Johannesburg,
on the edge of an escarpment, is a rock
'shark alley', a narrow channel between Dyer climbing nirvana named the Restaurant at the
Island and Geyser Rock, the breeding ground End of the Universe by a Douglas Adams fan. It is
for jackass penguins and fur seals. Once a great a vast landscape scattered with sport crags
white is spotted, a specially-designed two-man graded to suit every level of expertise.
steel cage is lowered into the sea. When the
shark is lured close to the boat with tasty
7 ·················································································
I
pilchard bait, divers can inspect those yawning
jaws up close. t's official. The Guinness Book of Records has
declared that the 216m-high Bloukrans Bridge
is the highest commercial bungy jump in the
2 ·················································································
world. The countdown to your jump provides

A s we approached 3,600m tandem master the first rush of adrenalin as you stand high
Jeff Bergh was instructing me on our above the Tsitsikamma forest. Then comes the
skydive. 'We'll move to the aircraft door on our jump, attached to just a rubber band. Be
knees.' (No!) 'I'll swing one leg out of the door' prepared for a post-bungy high that lasts for
(and because I am tied to h_im, so will I). 'Bend hours, and a strong reminder every time you
your head backwards, and then we'll jump!' At watch yourself on the video.
first we were travelling at a speed of nearly
200kph. Then, at 1,370m, our parachutes

Z
opened and silence filled my mind. I had only 8 ·················································································
one question on landing: 'Can we do it again?' ooming to the top of Table Mountain is on
the to-do list of every visitor to Cape Town.
You get fantastic views, but it's not exactly an
3 ················································································· adrelalin rush. But to abseil - walk backwards -
F ollowing a herd of elephants is thrilling off the edge of the mountain from the top, with
enough, but the .458 rifle over your field a drop of 1,000m to the ocean below you ...
guide's shoulder will remind you that a walking that's exciting. When you're dangling off a rope
safari is not only fun and games. You can get as with nothing below you for a few thousand feet,
close as 30m to elephant, rhino and buffalo, the view tattoos itself onto your memory in a
and even lion. way a cable car ride never can.

4 ················································································· 9 ·················································································

D gentle breeze while watching the sun rise TLand Rover over the side of the mountain
rifting in an enormous picnic basket on a here was a frozen moment as I edged my

over the Magali es Valley is a much more refined and stared at the rocky landscape that was
version of adventure. Especially when the pilot supposed to be a track. But once down, having
cracks open the champagne at 300m. bounced from rock to rock, exhilaration poured
like sweat from my body. Off-road driving is
great!
5 ·················································································
uad bikes are a bit like riding a bulldog over
Q rough ground. But with thick tyres and 10 ·················································································
automatic gears, they handle river crossings
and steep mountains with ease. There are lots
of tracks around Cape Town and Johannesburg,
T he Doring River runs through the Cedarberg
mountains and, in winter, is whiter and more
rapid than most. In summer, the Umkomas River
with enough mud, sand and rocky hills to keep picks up speed on its 300km journey from the
the adrenalin flowing. Drakensberg Mountains in a wilderness area
where zebra, bushbuck and the occasional
leopard can be seen.

From Reading Extra by Liz Driscoll © Cambridge University Press 2004 PHOTOCOPIABLE 81
 Unit 13 Education

Cambridge English Readers

LEVEL Warm up
Elementary 1 Ask students if they have ever read any stories or books in English. Point out that the best
way to improve their English, and their reading in particular, is to read as much as possible.
TOPIC Explain that you are going to do some work on graded readers.
Using guided readers
Main activity
AalVITY TYPE 1 Give each student the top strip of book covers. Discuss each book cover in turn with the
class. Get students to describe what they can see and to predict what the story might be
Pre-reading activities about. Do not confirm or contradict students' opinions. Explain that John Doe is the name
(before reading a used in an American law court for a person whose real name is kept secret. It is also used
reader) for someone whose identity is not known, or for an average or typical American man.
2 Get students to suggest words that they might expect to find in each story. Again, do not
READING confirm or contradict their suggestions.
FOCUS 3 Give each student the second strip of words. Ask students to match three words from the
list with each of the book titles. Encourage students to work together in pairs so that they
Predicting storyline
can help each other.
from cover, blurb,
4 Discuss the answer with the class; but do not confirm or contradict them at this point.
chapter headings, list Instead, give each student the third strip of blurbs. Students find the words from the
of characters, second strip in the blurbs.
illustrations, shadow 5 Check the answers with the class.
reading
Answer key
The Big Picture: newspaper, photo, sumo star
TIME Help!: computer, stories, writer
40-50 minutes John Doe: hospital, name, nothing
Just Like a Movie: movies, girlfriend, real life
KEY LANGUAGE 6 Point out that they can get a good idea of what a book is about by looking at its front and
Present simple, past back covers. Elicit or explain that they can also use chapter headings, list of characters
simple (not always available) and illustrations to help predict the content of what they are about
to read and to support them in their reading.
7 Give each student the last strip of chapter headings, the list of characters, the illustration
PREPARATION
and the first page of text. Get students to decide which book the chapter headings are
One photocopy for from. They use the chapter headings to predict what might happen in the story. Repeat
each student - cut up this procedure with the list of characters and the illustration. Emphasise the point that
into four strips (covers, students already know a lot about these stories before they have actually started reading.
words, blurbs and the 8 Students read the opening page of text from Just Like a Mauie. Ask them a) Who is 'I' in
chapter headings / the this text? b) What do you already know about Gina? Make the point again that students
already know a lot about the story before they actually start reading.
list of characters / the
illustration / the first Answer key
a) Brad Black b) She becomes his fiancee.
page of text); copies of
Level 1 Cambridge
English Readers The Follow up
• Ask students which of the readers they might like to read. If you have copies of the
Big Picture, Help!, John
readers in a school library, students could take turns to borrow them.
Doe and Just Like a
• Ask students to listen to a section of the tape accompanying the reader book. As they
Movie and tapes (if
listen and read, get them .to highlight in colour any words or phrases they find particularly
available) difficult, because of unusual spelling or silent letters. Once students have done this,
encourage them to listen to the tape again and read aloud copying the tape as a model.

82
 ..
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computer fiancee hospital movies name newspaper :
nothing photo real life stories sumo star writer :
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Ken Harada takes photos Frank Wormold is a The man they call John Brad Black goes to the
I
for newspapers. But life writer. He doesn't have Doe lies in a hospital bed. movies every weekend
gets dangerous when much money and his wife He watches and thinks with his fiancee. , Gina.
Ken takes a photo of a is unhappy. To help him but says nothing. The They are happy, but they
sumo star. Someone finish one of his stories doctor wants to know have no money. Then
wants the photo badly. he starts to use a who he is. But John Doe Brad has an idea and
But who? And why? computer. But the doesn't answer his thinks that real life can be
computer gives him more questions. Then, after just like the movies - and
help than he wants. Then John Doe leaves hospital, that's when things go
he really needs 'help'! the doctor finds out more wrong.
about him than just his
I real name.
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Chapter 1 A photo Frank Wormold Chapter 1 Gina

A writer I love the movies. New
movies, old movies. I
Chapter 2 Help! went to the movies a lot
Teresa Wormold
A lawyer and Frank's in Toronto. And it all
started when I met Gina
Chapter 3 The key wife
at the movies.
Gina! We met in
Mel Parks October. Four years ago.
Chapter 4 Run!
A Hollywood We met outside a
producer cinema. T here was no
Chapter s The police snow but it was cold. It's
Chip A computer cold in Toronto in fall. I
was there to buy a ticket
Chapter 6 The for a movie. It was
A postman Forrest Gump. She was
country
there too, and we started
to talk. Just like that.
'Hi,' I said, 'do you live
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From Reading Extra by Liz Driscoll © Cambridge University Press 2004 PHOTOCOPIABLE 83
 Unit 18 Social and environmental issues

Mummy, oh Mummy
LEVEL Warm up
Intermediate 1 Explain to students that they are going to read about and discuss pollution.
2 Write these three questions on the board:
TOPIC 1 What's pollution?
Pollution 2 Who or what causes pollution?
3 What will happen if pollution goes on?
AC TIVITY TYPE 3 Divide the class into groups of three. Students discuss the questions. Give each group a
set of the pictures to stimulate discussion.
Ordering lines in a
4 Discuss the questions with the class. Use the pictures to teach.fumes and foam (a), tar (b),
poem
spraying crops (c), mattress (d), plastics, pop bottles and tins (e), sweet papers (f).

READING Main activity

FOCUS 1 Give each group of students a set of jumbled pairs of lines.
Text organisation,
2 Read out the first verse of the poem, beginning with Mummy, oh Mummy, what's this
understanding the pollution and ending with Before we get back in the car. Students order the four pairs of
main message lines. Make sure that everyone has the lines in the correct order (as in the top left-hand
part of the photocopy).
TIME 3 Use the questions below to discuss the verse.
30-40 minutes Questions Answer key
1 How many people are speaking? 1 two
KEY LANGUAGE 2 Who are they? 2 a child and his/her mother
3 How many lines does the child speak? 3 two
foam fumes,
4 What marks the beginning and ending of 4 speech marks
mattress, plastic, the speakers' words?
pop bottles and tins, 5 How is what the mother says in her first four 5 the last two go against
spraying crops, lines different from what she says in her last two? what she has just said
6 What do you notice about the last words in the 6 they rhyme
sweet papers, tar second and fourth lines? And in the sixth and
eighth lines?
PREPARATION
4 Explain that the poem has three more verses. Students order the lines of the other three
One photocopy for verses and then decide on the order of the three verses.
each pair or group of
5 Read the other three verses out loud, beginning with Mummy, oh Mummy, who makes
three students - cut pollution, and ending with We're just enjoying our day. Students check that they have
into two parts (the correctly ordered the lines.
poem and the pictures 6 Encourage students to work out that 'cos is a short form of because and that belching is
cut into sixteen pairs used here to mean producing. If you like, explain that belch means allow air from the
of lines) stomach to come out noisily through the mouth.
7 Students discuss the message of the poem in their pairs or groups. They then write a
one-sentence summary of the poem's message.
8 Students read their sentences to the class. Everyone will probably agree that the poem
not only talks about pollution and its harmful effects on the environment, but its main
message is that we think that preventing pollution is the responsibility of others.

Follow up
• Students work in pairs or groups and write a conversation between the child and his/her
mother about another thing which is not good for us or for the environment, e.g. smoking,
eating chocolate, using cars rather than buses, bikes or walking. Encourage them to use
the structure of the verses: the child's question, the mother's sensible answer, her

b contradiction. They can then read out their conversation to the rest of the class.

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: 'Mummy, oh Mummy, what's this pollution : 'Mummy, oh Mummy, what's going to happen :
: That everyone's talking about?' : If all the pollution goes on?' :
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: 'Pollution's the mess that the country is in, 'Well all the world will end up like a second-hand :
: That we'd all be far better without. J ·unk-yard,
: . . :
: , With a 1 1 of its treasures quite gone. :
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It's factories belching their fumes in the air, : The fields will be littered with plastics and tins, :
And the beaches all covered with tar, : The streams will be covered with foam,
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Now throw all those sweet papers into the bushes : Now throw those two pop bottles over the hedge,
Before we get back in the car.' : Save us from carrying them home.'
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'Mummy, oh Mummy, who makes pollution, : 'But Mummy, oh Mummy, if I throw the bottles , :
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• And why don't they stop if it's bad?' : Won't that be polluting the wood?' :
��-------------------------------------------------�----------------------------------------------· -�
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, "Cos people like that just don't think about others, : 'Nonsense! that isn't the same thing at all, :
They don't think at all, I might add. You just shut up and be good. :
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' They spray all the crops and they poison the flowers, : If you're going to start getting silly ideas :
: And wipe out the birds and the bees, : I'm taking you home right away, :
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Now there's a good place we could dump that old : 'Cos pollution is something that other folk do,
, mattress : ,
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· ht m the t rees.
R.1ght ou t of s1g
, , we, re JUS
· t en1oy1ng
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X X X
From Reading Extra by Liz Driscoll© Cambridge University Press 2004 PHOTOCOPIABLE 115
 Unit 18 Social and environmental issues

Guilty!
!
: ;
Wann up
Upper-int�rmediate 1 Revise and/or pre-teach words associated with crime and law. Ask students to name crimes,
e.g. burglary, murder. Explainforgery and theft. Then ask what happens if someone is
TOPIC charged with such a crime; they are put on trial in a court. Ask which people are present in a
court, e.g.judge,jury. Explain lawyer, counsel for the prosecution, witness.-Ask what happens
Lawyer jokes
after the jury has heard the evidence. Elicit that the person is found guilty and sentenced, or
innocent and acquitted. Remind students that other types of cases are discussed in court,
ACTIVITY TYPE e.g. suing someone for negligence, or litigation between two neighbours. Explain that
Matching punch lines judgement will be given to one party, and that damages will be awarded.
with joke situations 2 Explain to students that they are going to read and discuss some jokes about crime and
law. They have to match the punch lines with the situations. Give one or two examples of
jokes with punch lines.
READING
Jokes
FOCUS 1 'Is there a criminal lawyer in town?' 'I think so, but I can't prove it.'
Text cohesion. 2 'Does your lawyer know the law?' 'I don't know, but he knows the judge.'
paraphrasing
Main activity
TIME 1 Give each group of three students the Situations.
40- 50 minutes 2 Discuss the first joke with the class. Explain that the punch line is something that the lawyer
said. Some of his words come before said the lawyer and some come after. Read out the
punch line replacing ... with said the lawyer.
KEY LANGUAGE
3 Students work in their groups and predict the punch lines. They write their punch lines in a
acquitted, burglary, list.
charged, counsel for
4 Give each group of students a set of Punch lines. Tell students to match the punch lines
the prosecution, with the situations. The punch lines should be ordered as shown on the worksheet.
damages. evidence, 5 Check the answers with the class. Get a group of three students to read out each joke with
forgery, guilty, its punch line. One student narrates the joke, another student reads out one person's
innocent, judge, words and the third student reads out the other person's words. For example:
judgement, jury, Student 1: A client asked the lawyer who was defending him,
lawyer, litigation, Student 2: 'How long do you think this business is going to last?'
Student 3: 'Well,'
murder. negligence, Student 1: said the lawyer,
punch line, sentenced, Student 3: 'for me about three hours. For you, about three years.'
theft. witness
6 Ask students to paraphrase the punch lines.

PREPARATION Suggested answers

1 For me about three hours in court. For you, about three years in prison.
One photocopy for
2 The client is hoping to convince his lawyer that he wouldn't be able to write
each group of three anyone's name.
students - cut into two 3 The lawyer is saying that there is no point in having an accident unless you have a
parts (the Situations and good lawyer who can win your case.
4 Mrs Robinson didn't want a fair settlement. She wanted her lawyer to get her
the Punch lines. with the
more money than that.
Punch lines cut into ten 5 The lawyer thinks that the client will get more damages if he goes to court on
strips) crutches.
6 We can all produce millions of witnesses to say that they didn't see us do something!
7 When the lawyer said 'leave it all to me', he means he will deal with the situation.
Mrs Smith is referring to what will happen to her money after her death.
8 The husband doesn't think lawyers are honest - so for him ·a lawyer and an honest
man' can't be one person.
-9 The farmer ignored his lawyer's advice, but completely ruined his neighbour's
chances of winnir:ig the litigation case.
1 O With his question, the man has revealed his guilt to his lawyer.

Follow up
• Discuss the jokes with the class. Which do students particularly like?
116
Reading Extra is a lively collection of over 50 easy-to-use
photocopiable reading activities designed for use with
young adults (16+) and adults. The mate ial offers
teachers a refreshing approach to 18 familiar topics and
can easily be used to supplement existing coursebooks.
The topic areas are explored in units which each have
three independent activities for use with elementary,
intermediate or upper-intermediate level.
• Contains photocopiable activities with clear,
step-by-step instructions that provide instant
supplementary reading lessons for busy teachers.
• Provides material for students of all levels, from
elementary to upper-intermediate, making it an
excellent resource for every staffroom.
• Is organised around carefully selected topics that
can be easily slotted into any lesson..
• Engages and motivates students with meaningful
tasks in realistic contexts.
• Entourages students to read material on different
levels and in different ways; reading for gist,
scanning, skimming, comprehension, analysing
structure, summarising and shadow reading.
• Integrates other skill areas while practising a ke
reading skill.

1 1 1111
ISBN 0-521-53405-4

9 780521 534055 >