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4–6
Read the instructions to the class, put them into pairs and 
get them to do the exercises together.
7
Get students to discuss their answers and reasons together 
and then take a class vote.
More activities
1
Students look at the Avis South Africa website 
www.avis.co.za and fi nd out if Claudio and Flavia would 
pay less if only one of them drove the car. Would they 
have to pay more if they were under 21? Students could 
also look at the Avis website for the Terms and conditions 
that are included in this section and fi nd out how much 
prices have changed since 
Real Reading 3
was published.
2
Ask students about the currency of their own country. 
Then ask them any other currencies that they know.
PHOTOCOPIABLE
 
© Cambridge University Press 2008
B
Safe driving in South Africa
1
Read the instructions to the class. Give students some time to 
read the information. Ask the class the question.
Did you know … ?
Ask students if you have to drive on the left or the right in their 
country. 
2–4
Read the instructions to the class and get students to do 
the exercises. Check the answers by writing them on the 
board so that students can check their spellings.
5–6
Ask the class these questions.
Extra practice
Students could do this task in groups. They could discuss the 
task, go away to do the research (perhaps on a specifi c area 
each), and then work together to fi nalize their route.
Invite individual students/groups to describe their routes. Ask 
other students/groups how similar their route is.
More activities
1
Put students into pairs and get them to write a list of parts 
of the car. Set a time limit, e.g. three minutes. When the 
time limit is up, ask individual students to name an item 
each. Students tick the items on their list as they hear 
them. The winner is the pair of students who have the 
most words on their list.
You could also ask students for the US equivalents of any 
words. Here are some examples:
 bonnet
(
hood
); 
dashboard
(dash)
; 
ignition
; 
indicator
(turn signal)
; 
speedometer
; 
windscreen
(
windshield
).
2
Practise other compound nouns connected with cars. Write 
the fi rst word of each compound noun on the board and 
ask students to complete the compound noun. Alternatively, 
write a list of the second words in jumbled order for students 
to match. Examples include: 
brake pedal, exhaust pipe, gear 
stick, number plate, steering wheel, windscreen wiper
.
3
If you are teaching in an English-speaking environment, 
you could show the class some road signs (from the 
Highway code or a road atlas) and ask students to say 
what they mean. Encourage them to use 
should/shouldn’t
and 
must/mustn’t
.
4
Write on the board or dictate the following. Then ask students 
to mingle and fi nd someone who fi ts each description.
Find someone who …