Get ready to read

Real Reading 1 by Liz Driscoll
 Teacher’s 
notes

---

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.).
Get ready to read
• 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.
A
What does the job involve?
1
Write a list of students’ ideas on the board. They can then see 
if their ideas are mentioned later in Section A.
2–3
Students can do these exercises in pairs. Check answers.
4
Students can do this exercise in pairs. Alternatively, they can 
work on their own and then compare answers. 
5
Students can do this exercise in pairs. Check answers.
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.