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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.
PHOTOCOPIABLE
 
© Cambridge University Press 2008
Focus on … vocabulary
Get students to complete the exercise and then personalize the 
words by writing them in sentences.
Remind students to note down useful words from each text they 
read. 
Extra practice
Ask students to suggest places where you can see English signs 
and notices. Then ask them for English words they have seen. 
Start a list on a large piece of paper. Encourage students to add 
words to the list every time they come to school.
B
Getting into the city
Ask students which airport they read about in Section A. If 
necessary, explain that in Section B students are going to read 
about getting (travelling) into Oslo from the airport.
Ask if anyone has been to Oslo. If someone has been there, get 
students to ask this person about Oslo. You can ask one or two 
questions yourself, e.g. 
Is it a nice place? Is it expensive?
and 
then encourage students to join in.
1 
Discuss the answers with the class. Read out each sentence 
in turn and get students to raise their hand if they agree.
Once you have modelled the sentences, you can then ask 
individual students, 
What would you do, (Sachiko)?
2
If you are teaching a multilingual group in an English-speaking 
country, you can ask students which of the sentences 
describe the airport they arrived at.