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Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Frontmatter More information
Real
Reading 3 with answers
Liz Driscoll
© Cambridge University Press
www.cambridge.org
Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Frontmatter More information
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521705738 © Cambridge University Press 2008 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2008 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN-13 978-0-521-70573-8 Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
© Cambridge University Press
www.cambridge.org
Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Frontmatter More information
Contents Map of the book
4
Acknowledgements
6
Introduction
7
Social and Travel
Unit1 I’ll cook something Unit2 We’ve hired a car Unit3 Somewhere to live Unit4 I’ll check it in Unit5 I’ll be at home Unit6 A weekend in Wales Unit7 I saw an article about it Unit8 In the newspapers Review1
10 14 18 22 26 30 34 38 42
Work and Study
Unit9 Safety at work Unit10 Lines of communication Unit11 Any comments? Unit12 I’m going to apply Unit13 I’m off on a trip Unit14 Look it up! Unit15 It’s on the shelf Unit16 Read about reading Review2
46 50 54 58 62 66 70 74 78
Appendices
Appendix1 Appendix2 Appendix3
Useful language
82
Learning tips
87
Using a dictionary
92
Answer key
© Cambridge University Press
96
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Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Frontmatter More information
Map of the book
Social and Travel
Unit number
Title
Topic
How to …
1
I’ll cook something
Cooking and shopping
• • • •
2
We’ve hired a car
Car hire and driving
• search a text for abbreviations and particular words • find out what car rental payments include • understand driving laws and road safety advice
3
Somewhere to live
Finding accommodation
• put yourself in the position of someone reading advertisements in the real world • understand advertisements for rented accommodation • work out the meaning of abbreviations • understand a tenancy agreement
4
I’ll check it in
Taking luggage on a plane
• skim a webpage to get a general idea of what it is about • find out how much checked baggage you can take on a plane • fill in a form about delayed luggage
5
I’ll be at home
Dealing with mail
• use a variety of skills when reading texts • follow instructions about having your mail redelivered • follow instructions about having your water supply interrupted
6
A weekend in Wales
Booking holiday accommodation
• relate information you already know to what you read in a text • understand a description of bed and breakfast accommodation • understand a letter of confirmation and the rules about cancelled accommodation
7
I saw an article about it
Magazine articles
• identify the main point in a paragraph • identify a dramatic beginning to an article • follow the order of events in a narrative
8
In the newspapers
Newspapers
• identify newspaper sections and articles from these sections • read a newspaper selectively • find the main points in a newspaper article
find information in a text without reading every word understand detailed information in a recipe choose products from their labels understand a till receipt
4
© Cambridge University Press
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Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Frontmatter More information
Map of the book
Work and Study
Unit number
Title
Topic
How to …
9
Safety at work
Fire regulations
• work out the meaning of unknown words from the context • understand a leaflet about preventing a fire • follow instructions for a fire drill
10
Lines of communication
Emails and notices at work
• work out who an email is from and who it is to • work out the main purpose of an email • understand resignation and appointment notices
11
Any comments?
Questionnaires and feedback
• interpret a completed questionnaire • distinguish between comments and suggested action • understand how writers link facts and ideas
12
I’m going to apply
Job applications
• understand a job advertisement • distinguish between formal and informal language • understand an offer of employment and confirm acceptance
13
I’m off on a trip
Business travel research
• interpret statistics • interpret charts and graphs • find out about business etiquette in another country
14
Look it up!
Using reference materials
• find information in a reference book • use reference books to complete a crossword • find answers to questions in a reference book
15
It’s on the shelf
Using a library database
• understand instructions in a library catalogue • understand what a novel is about from the blurb • read fiction without worrying about difficult language
16
Read about reading
The process of reading
• skim a text and identify the main points • identify the topic of each paragraph within a text • relate what you have read to your own experiences
5
© Cambridge University Press
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Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Frontmatter More information
Acknowledgements I would particularly like to thank Ros Henderson, of Cambridge University Press, for her support and guidance in the writing of this book, as well as for her superb editing. I am also very grateful to Brigit Viney for her wonderful comments and suggestions, to Nóirín Burke, who commissioned the project, and to Linda Matthews for overseeing its production. My thanks go to Stephanie White and Paul Fellows at Kamae Design for their creative design work. I am also grateful to Bill Henman, Ian Lees, Marcos Martos Higueras, Jane Read, Marina Rose, Richard Walker and Mary Yoe for their help in finding the texts. The author and publishers are grateful to the following reviewers for their valuable insights and suggestions: Steve Banfield, United Arab Emirates; Ildiko Berke, Hungary; Ian Chisholm, UK; Alper Darici, Turkey; Helen Dixon, UK; Rosie Ganne, UK; Jean Greenwood, UK; Elif Isler, Turkey; Kathy Kolarik, Australia; L. Krishnaveni, Malaysia; Beatriz Martín, Spain; Steve Miller, UK; Ersoy Osman, UK The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting. pp. 10–11: National Magazine Company for recipe ‘Pasta with aubergine and mozzarella sauce’ from Good Housekeeping Complete Book of Pasta; pp. 14–16: Avis for the car rental voucher and material from their website, © 2000–2007 AVIS Rent A Car; pp. 22–23: Air Canada for webpages, checked baggage allowance and excess baggage fees, www.aircanada.com; pp. 26–27: Royal Mail ‘Sorry, you were out’ card and ‘Making Redelivery easy’ text from www.royalmail.com Reproduced by kind permission of Royal Mail Group Ltd. All Rights Reserved.; p. 28: Thames Water for ‘Interruptions to your water supply’ card, © 2007 Thames Water Utilities; pp. 31–33: Ceri and Elaine Morgan for Ramsey House letter and website material from www.stayinwales.co.uk; p. 35: article ‘Call of the Wild’ from Horizons The Magazine of Explore!, June 2006, by permission of Sandy Beatty of Explore! (www.explore.co.uk); pp. 36–37: Getaway magazine for the article ‘A walk in the park’, August 2004; p. 39: The Times for article by Jeremy Whittle, ‘Cooke shows ingredients for big prize’, 20 September 2006, © N I Syndication; p. 39: article ‘Cyclists facing £2,500 bell fines’ by Tim Shipman, Daily Mail, 11 September 2006 and p. 40: ‘Cyclists with helmets “more like to be hit” ’ by Ray Massey, Daily Mail, 12 September 2006, © Associated Newspapers Ltd; p. 39: article ‘The bicycle that turned into folding money’ by Ben Laurance, Observer, 7 August 2005; p. 43: text from Excess Baggage brochure, Excess Baggage Group Ltd; p. 43: Southern Electric ‘call- back’ card, © Scottish and Southern Energy Group; p. 44: Merricks Media Ltd for text ‘New beginning’ by Amanda Hemmings, Australia and New Zealand, August and September 2006; p. 47: The Midcounties Co-operative for text ‘Help prevent fire’ and p. 81: ‘Slips, trips and falls are a danger to you and your customers’, Scriptographic Publications Ltd; p. 48: Cambridge University Press for fire drill procedure; pp. 66–67: for entries for
‘brass’, ‘lycra’, ‘metal’ from Cambridge Advanced Learner’s Dictionary, 2nd Edition, 2005; pp. 66–67: entries for ‘ground’ and ‘mental’ from Cambridge Idioms Dictionary, 2nd Edition, 2006; p. 70: entry for ‘fiction’ and pp. 92–95: all entries from Cambridge Learner’s Dictionary, 3rd Edition, 2004, © Cambridge University Press, reproduced with permission; pp. 66–67: entries for ‘follower’ and ‘stare’ from Penguin Reference Pocket Thesaurus, edited by Rosalind Fergusson, Martin Manser and David Pickering, Penguin Books, 2004, © Penguin Group UK; pp. 66–67: definitions ‘Laurel and Hardy’, ‘Channel Islands’ and ‘insect’ from Hutchinson Encyclopedia, 2001, Helicon, RM Education plc; pp. 68–69: extracts from the Chambers Book of Facts, © Chambers 2005. Reproduced by permission of Chambers Harrap Publishers Ltd; pp. 70–71: Oxfordshire County Council for adapted text ‘Library Catalogue Help’, www.libcat.oxfordshire.gov.uk; p. 73: text from 4.50 from Paddington by Agatha Christie, and p. 79: extract from Death on the Nile by Agatha Christie, published by HarperCollins, © Agatha Christie Ltd; pp. 74–76: text ‘Reading’ excerpted from The World Book Encyclopedia, © 2007. By permission of the publisher: www.worldbookonline.com; p. 79: extract ‘Wanted: a computer, female aged 18–25’ from Much Ado About English: Up and Down the Bizarre Byways of a Fascinating Language by Richard Watson Todd, Nicholas Brealey Publishing; p. 79: tables ‘Watches and clocks: exports 2002– 2005’ and ‘Watches and clocks: imports 2002–2005’, © International Trade Centre, 2007; p. 81: Usdaw for texts ‘Should first aid be provided in my workplace?’ and ‘Can my employer stop me putting entries into the accident book?’ from www.usdaw.org.uk The publishers are grateful to the following for permission to reproduce copyright photographs and material: Key: l = left, c = centre, r = right, t = top, b = bottom Alamy/©Andrew Butterton for p. 26 /©Afripics.com for p. 36 /©Louise Murray for p. 37 /©Photofusion Picture Library for p. 40 /©A M Corporation for p. 54 /©Asia Images Group for p. 64 /©Ian Shaw for p. 74 (t) /©Kitt Cooper-Smith for p. 77; Britain on View for p. 30; Corbis Images/©Jon Hicks for p. 14; News International Syndication for p. 39 (l); Photolibrary/©PhotoDisc for p. 35; Punchstock/©Image Source for p. 33 /©Bananastock for p. 50 /©Digital Vision for p. 58 /©Comstock for p. 71 /©Image Source for p. 74 (b); Shutterstock/©TT Photo for p. 39 (r); Tourism Australia /©Nino Ellison for p. 44. Front cover of The Penguin Reference Pocket Thesaurus edited by Rosalind Fergusson, Martin Manser and David Pickering (Penguin Books, 2004) on p. 66 (3) copyright ©Penguin Books Ltd, 2004. Front cover of The Hutchinson Concise Encyclopaedia on p. 66 (2) Copyright © RM Education plc. Cover of 4.50 From Paddington on p. 72 ©1957 Agatha Christie Limited, a Chorion company, all rights reserved. Illustrations: Kathy Baxendale pp. 29, 30, 40, 62, 63; Mark Duffin pp. 11, 12, 23, 24, 25, 43, 46, 52, 65; Laura Martinez p. 19; Rory Walker p. 22. Text design and page make-up: Kamae Design, Oxford Cover design: Kamae Design, Oxford Cover photo: © Getty Images Picture research: Hilary Luckcock
6
© Cambridge University Press
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Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Frontmatter More information
Introduction To the student Who is Real Reading 3 for?
How can I use Real Reading 3?
You can use this book if you are a student at intermediate or upper-intermediate level and you want to improve your English reading. You can use the book alone without a teacher or you can use it in a classroom with a teacher.
The units at the end of the book are more difficult than the units at the beginning of the book. However, you do not need to do the units in order. It is better to choose the units that are most interesting for you and to do them in the order you prefer.
How will Real Reading 3 help me with my reading? Real Reading 3 contains texts for everyday reading practice, for example leaflets, notices, websites, newspapers, etc. It is designed to help you with reading you will need to do in English at home or when visiting another country. The exercises in each unit help you develop useful skills such as working out the meaning of unknown words from context and ignoring parts of the text which are not useful to you. Real Reading 3 discourages you from using a dictionary to find out the meaning of every word you do not know.
How is Real Reading 3 organized? The book has 16 units and is divided into two sections: • Units 1–8 – social and travel situations • Units 9–16 – work and study situations
There are many different ways you can use this book. We suggest you work in this way: • Look in the Contents list and find a unit that interests you. • Prepare yourself for reading by working through the Get ready to read exercises. • Look at Appendix 1: Useful language for the unit. • Do the exercises in Reading A. Use the example answers to guide you. Put the Learning tip into practice (either in Reading A or Reading B). • Do the exercises in Reading B. • Check your answers either with your teacher or with the Answer Key. • If you want to do more work, do the Extra practice activity. • At the end of the unit, think about what you have learnt and complete the Can-do checklist. • Look at the list of Learning tips in Appendix 2 and decide which other tips you have used in the unit.
Every unit is divided into Reading A and Reading B and has: • Get ready to read: to introduce you to the topic of the unit • Learning tip: to help you improve your learning • Class bonus: an exercise you can do with other students or friends • Focus on: to help you study useful grammar or vocabulary • Did you know?: extra information about vocabulary, different cultures or the topic of the unit • Extra practice: an extra exercise for more practice • Can-do checklist: to help you think about what you learnt in the unit. After each section there is a review unit. The reviews help you practise the skills you learn in each section. At the back of the book you can find: • Appendices: contain lists of Useful language, Learning tips for every unit and information about Using a dictionary. • Answer key: gives correct answers and possible answers for exercises that have more than one answer.
7
© Cambridge University Press
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Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Frontmatter More information
Introduction To the teacher What is Cambridge English Skills? Real Reading 3 is one of 12 books in the Cambridge English Skills series. The series also contains Real Writing and Real Listening & Speaking books and offers skills training to students from elementary to advanced level. All the books are available in withanswers and without-answers editions. Level
Elementary CEF: A2 Cambridge ESOL: KET NQF Skills for life: Entry 2
Pre-intermediate CEF: B1 Cambridge ESOL: PET NQF Skills for life: Entry 3
Intermediate to upper-intermediate CEF: B2 Cambridge ESOL: FCE NQF Skills for life: Level 1
Advanced CEF: C1 Cambridge ESOL: CAE NQF Skills for life: Level 2
Book
Author
Real Reading 1 with answers
Liz Driscoll
Real Reading 1 without answers
Liz Driscoll
Real Writing 1 with answers and audio CD
Graham Palmer
Real Writing 1 without answers
Graham Palmer
Real Listening & Speaking 1 with answers and audio CDs (2)
Miles Craven
Real Listening & Speaking 1 without answers
Miles Craven
Real Reading 2 with answers
Liz Driscoll
Real Reading 2 without answers
Liz Driscoll
Real Writing 2 with answers and audio CD
Graham Palmer
Real Writing 2 without answers
Graham Palmer
Real Listening & Speaking 2 with answers and audio CDs (2)
Sally Logan & Craig Thaine
Real Listening & Speaking 2 without answers
Sally Logan & Craig Thaine
Real Reading 3 with answers
Liz Driscoll
Real Reading 3 without answers
Liz Driscoll
Real Writing 3 with answers and audio CD
Roger Gower
Real Writing 3 without answers
Roger Gower
Real Listening & Speaking 3 with answers and audio CDs (2)
Miles Craven
Real Listening & Speaking 3 without answers
Miles Craven
Real Reading 4 with answers
Liz Driscoll
Real Reading 4 without answers
Liz Driscoll
Real Writing 4 with answers and audio CD
Simon Haines
Real Writing 4 without answers
Simon Haines
Real Listening & Speaking 4 with answers and audio CDs (2)
Miles Craven
Real Listening & Speaking 4 without answers
Miles Craven
8
© Cambridge University Press
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Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Frontmatter More information
Introduction
Where are the teacher’s notes? The series is accompanied by a dedicated website containing detailed teaching notes and extension ideas for every unit of every book. Please visit www.cambridge.org/englishskills to access the Cambridge English Skills teacher’s notes.
What are the main aims of Real Reading 3? • To help students develop reading skills in accordance with the ALTE (Association of Language Testers in Europe) Can-do statements. These statements describe what language users can typically do at different levels and in different contexts. Visit www.alte.org for further information. • To encourage autonomous learning by focusing on learner training.
What are the key features of Real Reading 3? • It is aimed at intermediate and upper-intermediate learners of English at levels B1–B2 of the Council of Europe’s CEFR (Common European Framework of Reference for Languages). • It contains 16 four-page units, divided into two sections: Social and Travel, and Work and Study. • Real Reading 3 units are divided into Reading A and Reading B and contain: • Get ready to read warm-up exercises to get students thinking about the topic • Learning tips which give students advice on how to improve their reading and their learning • Class bonus communication activities for pairwork and group work so that you can adapt the material to suit your class • Focus on exercises which provide contextualized practice in particular language or vocabulary areas • Did you know? boxes which provide notes on cultural or linguistic differences between English-speaking countries, or factual information on the topic of the unit • Extra practice extension tasks which provide more real world reading practice • Can-do checklists at the end of every unit to encourage students to think about what they have learnt. • There are two review units to practise skills that have been introduced in the units. • It has an international feel and contains a range of texts from English-speaking countries. • It can be used as self-study material, in class, or as supplementary homework material.
What is the best way to use Real Reading 3 in the classroom? The book is designed so that the units may be used in any order, although the more difficult units naturally appear near the end of the book, in the Work and Study section. You can consult the unit-by-unit teacher’s notes at www.cambridge.org/englishskills for detailed teaching ideas. However, broadly speaking, different parts of the book can be approached in the following ways: • Useful language: You can use the Useful language lists in Appendix 1 to preteach or revise the vocabulary from the unit you are working on. • Get ready to read: It is a good idea to use this section as an introduction to the topic. Students can work on the exercises in pairs or groups. Many of these require students to answer questions about their personal experience. These questions can be used as prompts for discussion. Some exercises contain a problem-solving element that students can work on together. Other exercises aim to clarify key vocabulary in the unit. You can present these vocabulary items directly to students. • Learning tips: You can ask students to read and discuss these in an open-class situation. An alternative approach is for you to create a series of discussion questions associated with the Learning tip. Students can discuss their ideas in pairs or small groups followed by open-class feedback. The Learning tip acts as a reflective learning tool to help promote learner autonomy. • Class bonuses: The material in these activities aims to provide freer practice. You can set these up carefully, then take the role of observer during the activity so that students carry out the task freely. You can make yourself available to help students or analyze the language they produce during the activity. • Extra practice: These activities can be set as homework or out-of-class projects for your students. Alternatively, students can do some activities in pairs during class time. • Can-do checklists: Refer to these at the beginning of a lesson to explain to students what the lesson will cover, and again at the end so that students can evaluate their learning for themselves. • Appendices: You may find it useful to refer your students to the Useful language, Learning tips and Using a dictionary sections. Students can use these as general checklists to help them with their reading.
9
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Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Table of Contents More information
Contents Map of the book
4
Acknowledgements
6
Introduction
7
Social and Travel
Unit1 I’ll cook something Unit2 We’ve hired a car Unit3 Somewhere to live Unit4 I’ll check it in Unit5 I’ll be at home Unit6 A weekend in Wales Unit7 I saw an article about it Unit8 In the newspapers Review1
10 14 18 22 26 30 34 38 42
Work and Study
Unit9 Safety at work Unit10 Lines of communication Unit11 Any comments? Unit12 I’m going to apply Unit13 I’m off on a trip Unit14 Look it up! Unit15 It’s on the shelf Unit16 Read about reading Review2
46 50 54 58 62 66 70 74 78
Appendices
Appendix1 Appendix2 Appendix3
Useful language
82
Learning tips
87
Using a dictionary
92
Answer key
© Cambridge University Press
96
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Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Excerpt More information
Unit7 I saw an article about it Get ready to
read
• Do you ever read magazines? Tick ✓ the magazines you read. business and/or current affairs magazines computer magazines magazines about celebrities sports magazines fashion and/or photography magazines cookery magazines car and/or bike magazines holiday and/or travel magazines • When do you usually buy magazines? How many do you buy a month? Do you keep them? go to Useful language p. 84
A Call of the wild 1 Look at the article on the opposite page. What kind of magazine is it from?
2 What can you see in the photograph? What kind of animal is it?
Did you know …? The word safari comes from Swahili and Arabic. The Arabic word is safar meaning ‘travel’ or ‘journey’. Swahili is one of the major languages of Kenya, Tanzania and Uganda. Lots of words which are used in English have come from other languages. For example: typhoon (Chinese), robot (Czech), cruise (Dutch), opera (Italian), judo (Japanese), ski (Norwegian), sofa (Persian), buffalo (Portuguese), yoghurt (Turkish).
4 Read paragraph 1. Do these sentences describe the dry season (D) or the wet season (W)? a b c d e f
There are more animals at each waterhole. D There are more leaves on the trees and bushes. You can’t drive along some tracks. There are fewer places to stay. The animals can be seen more clearly. Baby animals are born during this season.
5 Paragraphs 2 and 3 contrast several things. Read the paragraphs and think about the advantages of each situation below. Complete the sentences in your own words. a If you camp, you are always in the bush and you are very close to the animals. b If you stay in a lodge, c If you go on a game drive, d If you go on a walking safari, e If you go on a boat,
3 Match these headings with the paragraphs in the article. Write each paragraph number in the correct box. a b c d e
34
Lodge or camp? Where to go? Drive, walk or boat? What about other activities? When to go? 1
6 Paragraphs 4 and 5 give several examples of travel destinations. Which region or country would you go to if you wanted to do these things? a b c d e
see wildlife East Africa, Namibia see beautiful scenery do exciting activities go on a relaxing boat trip climb a mountain
Social and Travel
© Cambridge University Press
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Cambridge University Press 978-0-521-70573-8 - Real Reading 3 with answers Liz Driscoll Excerpt More information
I saw an article about it
Unit7
Call of the wild Old Africa hand Sandy Beatty gives five insider tips for choosing your first safari 1 The dry season offers better gameviewing, as higher concentrations of animals congregate around fewer waterholes, with less foliage to hide behind. During the rains, some tracks become impassable and many camps close. However, in the wet season, animals – and consequently safari vehicles – are often more dispersed. Trees and shrubs are greener and in flower, and many newborn animals can be spotted. Weather’s not the only consideration – visiting Kenya or Tanzania during the Great Migration (July–September), when more than one million wildebeest thunder across the Serengeti, is an experience of a lifetime. 2
There’s nothing quite like a top-end safari lodge for the classic Africa
experience – crisp white tablecloths, cold drinks, impeccable service and usually a waterhole, or savannah viewpoint not too far away. But camping safaris get you right in among the action. Either way, with Explore* you will have a top-notch leader and you’ll be spotting the same game – there’s no such thing as a luxury lion. 3
A 4WD game drive enables you to sample several different areas in a relatively short space of time. But walking safaris get you away from trails to enjoy the smaller creatures and quieter sounds of the bush. Boat safaris get you close to animals drinking from waterholes and rivers, and offer a unique perspective. For the ideal mix, why not combine more than one mode of transport?
4
If you have a burning ambition to spot one particular species, check where to head for the best chance. For apes and the Great Migration, it has to be East Africa; for desertadapted elephants or a close-up cheetah encounter, Namibia’s the place. Trip dossiers will give you an idea of which species you can expect to see.
5
Africa offers a lot more than just safaris. Head for Tanzania to tack on a Zanzibar beach break or to climb Kilimanjaro; to Zambia for Victoria Falls and some adrenalin action; to Kenya for Arab culture and dhow cruises; or to South Africa for fantastic landscapes, food and wine.
*Explore is a travel company.
7 Look at the headings in Exercise 3. Imagine you are going on safari. What are your own answers to the five questions in the headings?
Class bonus Work with a partner. Ask and answer questions about your safari. For example, When are you going to go? Are you going to camp? Find out if you have chosen the same type of safari holiday as your partner. Work with several other students and find the person whose holiday plans are most similar to your own.
Focus on … vocabulary There are some useful words about safari holidays in the article. Read these definitions of some of the words and write each word. a wild animals (that are hunted or photographed) g a m e b a small house in the country that is used especially by people on a sporting holiday c a path through the countryside d wild parts of Africa where very few people live e a group of animals which share the same characteristics f an animal like a large monkey
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