Get ready to read

Real Reading 3 by Liz Driscoll
 Teacher’s 
notes
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Unit
12 
I’m going to apply
Write the unit title on the board, and, with books closed, ask 
students in which situations they might say this phrase (e.g. 
for a 
job
). Tell them that this unit is about applying for a job. 
In pairs, ask students to brainstorm ways in which you could 
fi nd a new job (e.g. 
look in a newspaper
). Collate ideas on the 
board, encouraging students to write down any new vocabulary.
Get ready to read
•
Before doing the exercise, elicit/explain 
Human Resources
department
and 
recruitment agency
. Check the answers by 
saying each item and asking students to raise their hand if 
they have ticked it.
•
Encourage students to tell the class about any jobs they have 
applied for.
•
Check the answers with the class. Read out the example 
yourself, and then get individual students to read out the 
other sentences in order.
A
I’ve seen an advert
Focusing on the section heading, elicit/explain that 
advert
is 
short for 
advertisement
(and that it can be shortened even 
further to 
ad
). 
1
Before doing the exercise, ask students in pairs to brainstorm 
everything they know about Ireland, including the name of its 
capital (Dublin). Then ask students if any of them have been 
to Ireland and encourage them to share their experiences.
2
Before doing the exercise, point out that the advertisement 
may not include the answers to all the questions. This is what 
can happen in real life: when we read, we do not always fi nd 
the answers to questions we want answered.
3
Before doing the exercise, elicit/explain the meaning of 
keen
. 
After doing the exercise, invite individual students to read out 
the sentence which is true for them. Encourage other students 
to raise their hand if they have ticked the same sentence.
4
Before doing the exercise, point out that there are six bullet 
points, but only fi ve qualities, so one bullet point will not be 
used.
After checking the answers, point out that bullet points 2–6 
refer to the type of person needed, whereas bullet point 1 
refers to the job-related skills the person must have.
5
Get students to discuss their answers to these questions in 
pairs. Then get the answers from the class. Elicit/Explain what 
a 
CV
is, and then ask students in pairs to brainstorm what 
information a CV usually includes (e.g. 
qualifi cations
). Collate 
ideas on the board, encouraging students to write down any 
new vocabulary.