93351000-Skills-for-First-Certificate-Writing-TB.pdf

Teacher's Book

Writing

Malcolm MannSteve Taylore-Knowles

~MACMILLAN

DEVELOP YOURWRITING SKILLS

WARM-UPAim: to encourage students to think about the

unit topicDirect students' attention to the photograp hs andt he topic of t he unit. Ask students to discuss theiranswer s to t he quest ions in pairs. Monitor thepairwo rk and bring the class t ogether again t oco mpare ideas. You might like to do this as awhole-class activity. eliciting responses fromdifferent students. Encourage students to respondfreely, speculating and developing th eir answers.

II Fo rm a l or informal?Aim: to develop an appreciation of the main

differences between fo rmal and informalwriting

Ask st ude nts to read each extract quickly andcircle whet her each ext ract is formal or info rmal.When everyo ne has chosen their answers, moveon to exe rc ise B without revea ling the answers.

A info rmal F Kyle's language:B formal informal. the writer'sC formal language: for malD formal G formalE formal H formal

4 Great twist at the end, too.5 gonna6 fab7 loads of

li Ma t ch th e t ext t ypesAim: t o faci litate student understanding of

wh ich level of formal ity to use whenwriti ng

Ask students to match the extracts to the texttypes. Point out that they have to co nsider bothcontent and formality in ma ki ng t heir choices.When eve ryone has chosen t heir answe rs. moveon to exercise 0 without revealing the answe rs.

IH 2 G 38 4 A H or C 6 CorE 7D SF

extract B1 I wo uld be extremely gratefu l if you could let

me know ;2 ... are inst alled

extract Clone of the following: Although there may well

be / some kind of connection between / Itcertainly is not the case / after watchi ng aviolent film / feel an increased need to /possibly quite the opposite

2 it 's (note: you may wish to point out tostudents that although contractions areinformal. they are acceptable in journalisticwriting, such as an article fo r a you ng people'smagaz ine)

3 It certainly is not the case that _4 the majority of

Filmst

!D Ho w did you know?Aim: to develop a more detail ed understanding

of what makes a text formal or informalAsk students to read ext racts A. Band C again andto write words o r short phrases from t he extractson the lines provided. Explain that there may beseveral possi ble answers fo r each one. Wheneveryone has chosen the ir answers. move o n toexercise C without revealing the answer s.

extract A1 any two of the following: You'd / It 's / it's

about/Great twist at the end. too. / gonna2 one of the following: reckon / gonna3 one of the following: ! - (note: you may wish

to point out that the 'em line' or 'dash' (-) hasbecome more popular and more acceptableover the past few yea rs, and is now generallyacceptable in more formal writing too)

I!I DiscussAsk students to d iscuss thei r answe rs to exercisesA. Band C in pairs, giving reaso ns fo r t heirchoices. Monitor t he pa irwork and bring the classtogether again to co mpare ideas. Check that allstu dents now have the correct answer s toexe rcises A B and C.

IIWhat do y o u think ?Aim: t o check students' understanding of basic

formality issuesAsk students to read t he sente nces and decide jfthey are True o r False. You may wish students todo t his task as pairwork. Bring t he class togetherto d iscuss the answers.

IF 2 T 3F 4T ST 6 F 7F S T 9F

2

Wr t ing s » 1/ 5 / T e a c her 's B o ok

Note: This may be a good opportunity to point out tostudents that formality is actua lly more like a s<:aleranging from very in formal at one end to veryformal at the other. with different levels offormality in between. Thus. an article for a youngpeoples magazine is more formal than a terre- to apen friend but less format than a composition.

II St udy the m o d elAim: to further develop and consolidate

student awareness of formalityExplain to students that there are 16 modelcomposit ions at t he back of the Stud ent's Book.These com pos itions do not contain mistakes. andwould get a very good mark in t he exam. but t heyare achievable. Students should be encouraged towork towards producing compositions of t hislevel.Ask students to read model composition 1onpage 100 and carry out the th ree tasks. Fo r thefirst task, students write on t he lines provided .For the second, students circle in the modelcomposition. Point out that for the second ta skthere may be several possibilities.

1 Thanks a lot 5 got2 I'm really glad 6 quite a bit3 Yeah 7 though4 tricky 8 I've got to

informal grammar: three of the follow ing:I'm / you've / It's / isn't it? / Anyway / I've /it's got / this great / you've / t ooinformal punctuation: any of the exclamat ionmarks or brackets/parentheses

COMPOSITIONDEVELOPMENTAim: to guide students through the process of

composition productionAsk students to read t he composition questionabove exercise A. Check t heir understanding oft he question.

m Bra ins t o rm ingAim: to produce ideas for this particular

composition questionAsk stude nts to answer t he questions using t heirimaginat ion. Remind them that they do not haveto write about a real cinema visit. You may wishstudents to do th is task as palrwork. When t hestudents have answered t he quest ions. bring theclass together to discuss their ideas. Accept alllogical. sensible answers.

m Th in k abaut fo rmalityAim: to ensure students use the appropriate

registerAsk students to circle the sentences they thinkwould be appropriate in terms of formality.Remind them that more than one sentence ineach group might be appropriate. You may wishstudents to do this task as pairwork. Check theiranswers.

appropriate sentences:Paragraph 1: bParagraph 2: a, bParagraph 3: a, dParagraph 4: b, cclosing expressions: a, d, e. f

El Plan y o ur pa rag raph sAim: to develop paragraph-planning skillsExplain to stud ents that they shou ld always makea paragraph plan before they start writing - evenin the exam. You may wish to point out to themthat they will be able to ask the invigilators in theexam for extra paper on which to produce theirplan. Ask students to put the info rmat ion fromexercise A into the appropriate boxes in theparagraph plan, and to add any other relevantinformation. Although each student's plan will bedifferent, they should all follow t his basic model:

Paragraph 1: refer to penfne nd's letter, or askpenfriend a questionParagraph 2: say you saw a great film last night,who you went wit hParagraph 3: description of t he film, why youenjoyed it , recommendingParagraph 4: reason for signing offClosing expressions: one or two of: Love / Lotsof love / From / Take care / See you soon /Bye for now! / Write back soon / All t he best /Yours

I!I Ho m e wo rkAssign the writing of the composition forhomework. Remind students that theircomposition should be between 120and 180words. Before collecting the students'composit ions at the beginning of the next lesson,check t hat they have ticked the boxes next to thepo ints in exercise D.

WORDPERFECTAim: to develop key Fe vocabularyAsk stu dents to read the example sentenc es.Ask students if t hey have any questions regard ingunknown vocabulary. Then ask students to writethe wo rds in bold in the gaps in the sentencesbe low. You may wish to assign this task forhomework .

1 dubbed2 set3 box off ice4 video store/dub5 plays

6 abo ut7 subtitles8 twist9 DVDs

10 st ars

con tractions where possible to make t hesentences more info rmal. Check students'answers.

1 I've got to get _2 He's got to understan d th at ...3 'Have I got to do _4 Has she got to do _5 You haven't got to pick .6 Haven't you got to be a ..7 Film actors haven't got .8 The dubbing has got to be ...

DEVELOP YOURWRITIN G SKILLS

mWho reads what?Aim: to develop an awareness of target readersExplain to students that. when they write, theymust always consider WHO they are writing to orfor. Ask student s to quickly match t he kinds ofwrit ing with the people who might read them.Check student s' answers.

Occupationst

WARM-UPAim: to encourage st udent s to think about the

unit topicDirect students' attention to the photographs andthe topic of the unit. Ask students to discuss theiranswers to the questions in pairs. Monito r thepairwork and bring the class togethe r again tocompare ideas. You might like to do th is as awhol e-cl ass activity, eliciting responses fromdiffe rent stu dents. Encourage students to respondfree ly. speculating and deve loping t he ir answers.

If 2 e 3 b 4 d 5 c 6 a 7 g

m Cho ose the readerAim: to develop the skill of determining who

the target reader isAsk student s to quickly read t he ext racts fromcomposition quest ions, and to choose who thereader is go ing to be. Check st udent s' answe rs.

l b2 a3a4b5 b6a

EXAM PRACTICEINFORMAL LETTERExam know-howAim: to provide students with key exam skillsAsk students to read the exam know-how t ips.Check understand ing. Ask students if th ey haveany questions about the tips.

GRAMMAR FOCUSAim: to develop productive grammar skillsAsk students to read the example sentences.Explain that the t hree forms mea n the same thing,but t hat have to and must are more formal. Askstudents to rewrite the six sentences using the'have got to' form . Remind them to use

COMPOSITION QUESTIONSAim: to prov ide students with topic-based

practice of Fe Writing Part 2 informalletters

You could ask student s to write one or both ofthese compositions in class , under examconditions, or you could assign one or both oft he compositions for homework. If you only wishthem to write one composi t ion, you could alsoask students to produce a deta iled pa ragraph planfor the co mposition they do not write in full. Youmight also like to use these composi t ions as thebasis for peer correction exercises , whe restudents read and respond to each othe r's writing.

Note: For more informal fetter questions, see page 47 ofth is Teacher's Book. For more compositions on thetopic of films. see model composition 4 on page 101of the Student's Book and the first article questionand the first report question on page 4S of thisTeacher's Book.

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Wr t ing Sk i l ls / T ea c her 's Boo k

m Ch o o se the best styleAim: to facilitate student understanding of

which register to use with different targetreaders

Ask st udents to choose the best style for eachcomposition type. You may wish students to dot his as pairwork. allowing discussion. Checkstudents' answers.

lb2 b l a4 bS b6 a

I!I Ma t ch th e se n t e n ces to thereaders

Aim: to further develop student understandingof which register to use with differenttarget readers

Ask st ude nts to match the sentences to thereaders t hey are intended for. You may wishstudents to do th is as pairwork, allowingdiscussion. Check stud ents' answers.

ld2bla4 cS e

D St udy the modelAim: to further develop student understanding

of register depending on target readerExplain to students t hat there are 16 modelcomposi t ions at the back of the Student's Book.These compositions do not contain mistakes, andwould get a very good mark in t he exam, but theyare achievable. Students should be encouraged towork towards producing compositions of t his level.Ask stud ents to read model composit ion 2 on page100, and t hen make notes on the li nes provided toanswer the questions. When everyone has writtentheir answers, move on to exercise F withoutrevealing the answers.

Accept all logical, sensible answers along thelines of these suggested answers:1 st udents at your/my college2 an informal, conversational sty le using

everyday English3 to engage and address the reader, interesting

them in the subject, and to ask rhetoricalquestions

II Oiscu ssAs k students to discuss their answers to exercise Ein pairs, giving reasons for their choices. Monitorthe pairwork and bring t he class together again tocompare ideas. Check t hat all students now agreeon the answers to exercise E.


composition productionAsk students to read the composi tion quest ionabove exercise A. Check their understanding oft he quest ion.

!i3 Brains t o rm ingAim: to develop awareness of target reader,

reg ister and appropriate content for thisparticular composition question

Ask students to answer the questions. You maywish students to do this task as pairwork. Whenthe students have answered the questions, bringthe class together to discuss their ideas.

1 b 4 aF bT cT dT eF2 a 5clb

I! Mat chAim: to develop paragraphing skills and focus

on composition contentAsk students to match the paragraphs to thei rcontent . You may wish students to do this task aspairwork. Check students' answers.

Paragraph 1 c Paragraph 3 aParagraph 2 d Paragraph 4 b

m St art ing your articleAim: to develop the skill of creating an

appropriate opening sentenceAsk students to choose two app ropriate fi rstsentences. You may wish them to discuss as aclass or in pairs which two are appropriate, andwhy. and which two are not appropriate, and why.Check students' answers.

I have been requested to write an article by thismagazine and here it is.inappropriate: too fo rmal, t oo bor ing, irrelevantto t he subjectAre yo u still wondering exactly what yo u're goingto do with your life?appropriate: correct register, engages t he read er,relevantI am writing to inform you about the careeroptions open to you.inappropriate: wrong register (it's not a formalletter)

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EXAM PRACTICEARTICLEExam know-howAim: to provide students with key exam skillsAsk students to read t he exam know-how t ip.Check understanding. Ask students if they have anyquestions about the t ip.

II Ho m e wo rkAssign t he writ ing of th e co mposition forho mework. Remind students that thei r compositionsho uld be between 120 and 180 words. Beforecollect ing th e stu dents' compositio ns at thebeginning of the next lesson, check that they havet icked the boxes next to the points in exercise F.

WORDPERFECTAim: to develop key FC vocabularyAsk students to read the example sentences. Askstudents if they have any ques tions regardingunknown vocabulary. Then ask students to writethe wo rds in bold in the gaps in the sentencesbelow. You may wish to assign this task forhomework.

COMPOSITION QUESTIONSAim: to provide students with topic-based

practice of FC Writing Part 2 articlesYou could ask students to write one or both ofthese compositions in class. under examcondit ions, or you co uld assign one or both of thecom posit ions for homework. If you only wish t hemto write one composition. you cou ld also askstudent s to produce a detailed paragraph plan fort he co mposit ion they do not write in full. Youmight also like to use these compositions as thebasis for peer correction exercises, where studentsread and respond to each oth er's writ ing.

Note: For more article questions. see page 45 of thisTeacher's Book. For more composit ions on the topicofoccupations. see model composition 7 on page 103of the StudentS Book. model composition 12on page105and the section on letters of application and thesecond report question on pages 45-46 of thisTeacher's Book.

6 unemploymentbenefit/the dole

7 unemployed8 contract9 working conditions

10 colleagues

1 resign2 trainees3 job satisfaction4 fired /sacked5 boss

It can be pretty scary taking decisions that oiteathe rest of your lif(?appropriate: co rrect register. engages the reader,relevant

li P/a n your paragraphsAim: to develop paragraph-planning skillsRem ind students that they should always make aparagraph plan before th ey start writing - even inthe exam. You may wish to po int out to them thatthey will be able to ask the invigi lators in theexam for extra paper on which to produce t heirplan. Ask students to put the info rmation fromexercises B. C and D into the appro priate boxes inthe paragraph plan. and to add any ot her relevantinfo rmation. Po int ou t to students that th eir planshould be as detailed as possible. Check students'plans. ensuring they have followed the basicmodel given in exe rcise B.

m En d ing your articleAim: to develop the skill of creating an

appropriate final sentenceAsk st udent s to choose two approp riate finalsentences. Yo u may wish them to discuss as aclass or in pairs which two are appropriate. andwhy, and which two are not appropriate, and why.Check students ' answe rs.

In conclusion, thes e are the things I had to say anthe subject.inappropriate: 'In conclusion' is the wrongregister (it's more appropriate for compositionsand reports), the sentence doesn't actually sayanythingI am looking forward to hearing from you assoon as possible.inappropriate: wro ng register (it's not a formalletter), irrelevant and inco rrect (t he writer willnot hear from the reader)I hope these suggestions ha ve given yousom ething to th ink about.appropriate: co rrect register. addresses thereader. demonstrates the article has come to anendSo, good luck in your future career, whateveryou decide.appropriate: correct register, addresses thereader, demonstrates the article has come to anend

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Wr it ing 5k 1/ 5 I Teac her 's Book

D EVELO P Y OURWRITING SKILLS

!D Ho w did they d o ?Aim: to further develop the skill of

interpreting and using promptsAsk st udent s to read t he two paragraphs writtenby differe nt stu dents, and to underl ine whe re

GRAMMAR FOCUSAim: to develop productive grammar skillsAsk students to read t he paragraph and t heexample sentences. Exp lain that it is impo rtant forthem in their writing to be able to use verbswhich take t he full infinitive, th e gerund or both.Ask student s to put th e verbs in brackets into theco rrect fo rm to complete the ten sentencesbelow. Check students' answers.

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they mention the po ints from the notes inexercise A. When they have done this, askstudents to write the correct paragraph numbe rto answer the ques tions. Check students' answe rs.

1I called them fo r you yeste rday. The sec retarytold me about the guy who invented it in 1887,but I can't rem em ber his name. I do remembert hat th ere are something like two millionspeakers around the world, though. She said itwas sixty euros for a two-mont h course, whichyou could possi bly do over th e summe r. You canget more informat ion from t he co urse director,Mr Ho pe. Do you want the number?

2The re are two million speakers around th eworld. Esperanto was invented in 1887. The fee issixty euros fo r a two-month course, over t hesummer if you like. Text books extra. The co ursedirector is Mr Hop e. Call him on 0276 333451.

alb 2cldle 2

B Read your partner 'swri t ing

Aim: to fu rther develop the sk ill of turn ingprompts into an appropriat e wr itten formthrough peer co rrect ion

Ask students to swap paragraphs and read whattheir partner has written. Ask t hem to answer th ethree questions. You might wish students whoanswer No to any of the questions to suggest totheir partner how to improve their paragraph. Youmight also wish to ask students who havereceived th ree Yes answers to read out theirparagraphs to the class.

iii Wri te a pa ra gra phAim: to develop the skill of t urn ing prompts

into an appropriate wr it t en formAsk students to read the incomplete letter. and totick the points the write r has mentioned. Checkstudents' answers.

po int s mentioned: a, e

Now ask students to complete the let te r bywriting a paragraph in their notebooks. containingpoin ts b. c and d. Move on to exercise D withoutlooking at the students ' paragraphs,

Education

6 answe ring7 being8 to get9 to pay

10 to be

31t

1 living2 work ing3 to have4 waiting5 t o be

mWh at da I have to include ?Aim: to develop the skill of interpreting and

using promptsAsk stu dents to read the example compositionques t ion. Explain that th ey will be heavilypenali sed in t he exam if they do not include allt he informatio n from the notes in their letter. Askstudents to t ick t he pieces of info rmation whichMUST be included. Check students' answers.

information which must be included: 2, 3, 4, 5, 7


unit topicDi rect stude nts' attent ion to the photographs andt he topic of t he unit. Ask students to d iscuss the iranswers to t he questions in pairs. Monitor thepairwork and bring the class together again tocompare ideas. You might like to do this as awhole-class act ivity, e lic iting respo nses fromdiffe rent stude nts . Encourage students to respondfree ly, speculat ing and develo ping their answers.

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D St u dy the mode lAim: to further develop the skill of

interpreting and using promptsExplain to students that there are 16 modelcomposit ions at the back of the Student's Book.These compositions do not con tain mistakes. andwould get a very good mark in t he exam, but theyare achievable. Stude nts should be encouraged towork t owards produci ng com posi t ions of t hislevel.Ask stud ents to read the question for modelcom posi tion 3 on page 101, and t o ci rcle thepoints the writer MUST mention. When everyonehas ticked their answers, ask students to underlinethe phrases in the model answer whe re the write rmentions those points. FinaUy. ask students todecide what style the writer has used. Checkanswers.

points which must be mentioned: a, b, c, d. e

phrases which should be underlined: they're fullon the 7th, but they've got tables free onSaturday / they have live music at t he weekends/ They said it wo uld be about t wenty-five eurosper person, but we'd get a 10% discount becauset here are six of us / they do vegetarian meals .

sty le: informal. friendly, conversational, chatty


composition productionAsk stu dents to read th e composition questionabove exercise A. Check th eir understand ing ofthe question.

r'.i3 Bra inst o rm ingAim: to focus on the content of this particular

compositionAsk students to answer the questions using boththe com position questio n and their imaginat ionwhere appropriate. You may wish studen ts to dot his task as pairwork. When t he students haveanswered t he questions, bring t he class togeth erto discuss their ideas.

What's your penfriend's name?Accept all logical, sensible answers.What news might you tell them before youmention the course? Accept all logical, sens ibleanswers.

Where do you do the course? at home (it's adistance learning course)How long does the course last? 2 monthsHow much does the course cost? 70 eurosWhat does 'certificate at end' mean? Yo u get ace rt ificate when you have finished the course.What reason will you give for ending yourletter? Accept all logical, sens ible answers.How might you close your letter? Accept alllogical, sensible answer s.What would be an appropriate style? info rmal,friendly, chatty, conversat ionalHow many points do you need to include? four

mFrom p ro m pt s to sen te nc esAim: to develop the skill of t urni ng prompts

into an appropriate written formAsk students to use the notes given to writesentences which can go in their letter. Remindthem t hat their letter will be informal. Whenstud ents have written their sentences. you mightwant to ask them to read them out to t he class.

Note: These are example answers only. Accept allsentences which contain the relevant informa tionin an appropriate informal style.

1 You can do the complete course in 2 months.2 They send you worksheets through the post,

and you do the exercises at home.3 They to ld me it costs 70 euros.4 They give you a certificate once you've

finished the course.

B Make it informolAim: to develop an awareness of formalityExplain to students th at the three sentences areformal. Ask students to rewrite them for aninformal, friend ly letter. Point out that they mayneed to make radical changes. and that they canturn each one into more than one sentence ifthey wish. When students have written theirsentences. check their answers as a class.

Note: These are example answers only. Accept allsentences which are in an appropriate informalstyle.

1 You asked about my mum. Thankfully, she's alot better!

2 Great news about you r exams! Well done!3 It costs about 70 euros.

Writ ng Skills / Tea cher s Book

El P/a n your paragraphsAim: to develop paragraph-plann ing skillsRemind stud ents that they should always make aparagraph plan before t hey start writing - even inthe exam. You may wish to point out to them thatthey will be able to ask the invigilators in t he examfor ext ra paper on which to produce thei r plan. Askstudents to compl ete the paragraph plan. Remindt hem to include all the information fro m exercisesA and Band to add any other relevant information.Po int out to students that their plan should be asde tailed as possible. Check stud ents' plans. Althougheach st udent's plan will be different. they should allfollow this basic model:

Paragraph 1: refer to penfrtends letter, or askpenfriend a questionParagraph 2: say you know your friend want s toimprove their memory, that you saw an ad for aco urse and contacted them for more detailsParagraph 3: details about the courseParagraph 4: reaso n for signing offClosing expressions: one or two of; love / lotsof love / From / Take care / See you soon /Bye for now! / Write back soon / All the best /Yours

II Hom ew o r kAssign t he writ ing of the co mposit ion forho mework. Remind stu dents that their compositionshou ld be between 120 and 180 words. Beforecollecting the st udent s' com posit ions at thebeginning of t he next lesson. check that t hey havet icked t he boxes next to t he po ints in exercise E.

WORDPERFECTAim: to de velop key FC vocabularyAsk students to read t he example sentences. Askstudents if they have any questions regardingunknown vocabulary.Then ask students to write thewords in bold in th e gaps in the sentences below.You may wish to assign this task for homework.

1 distance learn ing 6 primary school2 certificate 7 by heart3 drop out 8 textbook4 feels) 9 pu pils5 stay o n 10 secondary school

EXAM PRACTICE INFORMAL TRANSACTIONALLETTERExam know-howAim: to provide studen t s with key exam skillsAsk students to read the exam know-how tips.Check understanding. Ask students if they haveany ques tions about the tips.

COMPOSITION QUESTIONSAim: to provide students wit h topic-based

practice of FC Writing Part 1 informaltransaetional let t e rs

You could ask st udents to write one or both oft hese compositions in class, unde r examconditions, or you could assign one or both of thecomposit ions for homework. If you only wishthem to write one composition, you could alsoask students to produce a detailed paragraph planfor the composition they do not write in full. Youmight also like to use these compositions as thebasis for peer correction exercises . wherestudents read and respond to each other's writing.

Note: For a further composition on the topic ofeducation, see model composition Ii on page 105of the s tudent s Book. and the third question ofthe compositions section on page 46 of thisTeacher's Book.

GRAMMAR FOCUSAim: to develop productive grammar skillsAsk students to read the text and example abovethe sentences. Explain that, when they are turningnotes into sentences, it is impo rtant for t hem toget the grammar correct. Ask students to rewritethe sentences using articles whe re app rop riate.Check students' answers.

1 The college has a swimming pool at the back.2 The college may offer a discount on the fee

for a group.3 The exams take place in a local school.4 The library is open for a few hours each

morning.S The college charges an extra 30 euros for the

Welcome Party.

9

t

10

4) Sport

WARM-UPAim: to encourage st ude nt s to think about the

un it top icDirect students' attention to the photographs andthe topic of the unit. Ask students to discuss theiranswers to the questions in pairs. Monitor thepairwork and bring the class together again tocompare ideas. You might like to do this as awhole-class activity, eliciting responses fromdifferent students. Encourage students to respondfreely. speculating and developing their answers.

D EV ELO P Y O URWRITING S KILLS

mLoo k ing at la youtAim: to develop an awareness of layoutAsk students to look at the three diagrams. Po intout that, alt hough they cannot read the words.they can st ill say what kinds o f compositions t heyare from t he layout. Ask students to complete t heinformatio n. giving reasons for t he ir choices. Youmay wish students to do thi s as pairwork. Cheekstudents' answers.

A letter: 2Why? it starts with a very sho rt line [i.e. Dear +

name), and ends wit h a sho rt line, and then aneven sho rt e r line below, (i.e. clos ing expressionfollowed by name)

A report: 1Why? t hree short lines at the top (i.e. Te e. From:

and Subjeet:/Re: or Date:), and each of th epara graphs has a short line above it [i.e. t heparagraph hea ding)

A discursive composition: 3Why? it just contains para grap hs of text

mComplete the tableAim: to develop an awareness of text structureAsk students to complete the table by ticking there levant boxes . You may wish students to do thisas pairwork. Check students' answers.

often has h.. UW'S he.dings your name• title parigraphs .ppe.f1, in it

. m ete , ,..,.,. , , ,Iw.., , ,"ory , ,dilm" iv.. ,eompositiOll

II Start ing Q reportAim: to develop the skill of creating an

appropriate start to a reportAsk stud ents to read t he example repor t question,and to use thei r imagination to complete the sta rtof the repo rt. Accep t all logical. sensible answe rs.

To: Mr/Mrs/Ms + surname , e.g.Mrs Johnson

From: first name + surname, e.g.Helen Pete rs

Subject name of new sports centre orgeneral t opic of th e rep ort. e.g.Tamworth Sports and Fitness Centreor The new sports cent re

Point out to students t hat they have a slightchoice as to how to begin their report. Askstudents to choose th e two appropriatebeginnings from the repo rt. and to complete theinformation. Accept all logical, sensible answers.

Date: written date (with or witho ut year),e .g. 23rd JuneRe: name of new sport s centre, e .g.Tamworth Sports and Fitness Centre

You may wish to point ou t here t hat Re: meansexactly the same as Subject:, so students cannotuse both in the same report. If they wish to putthe date. it should come on the line below Re: orSubject:.

ID Ho w did they do?Aim: to develop awareness of what makes a

successful report paragraphAsk students to read the two paragraphs fromd ifferent answers to the report question, and thento answer the ques tions. You may wish studentsto do this as pairwork. Bring the class together tod iscuss t he ir answers. Check t hat all studentsagree on t he answers.

a 2b lc ld2e lfl

mWr ite Q paragraphAim: to develop the skill of writing a successful

report paragraphAsk students to complete the report by writing aparagraph of about 30 words about the gymnasium.Remind them that thei r paragraph should be formal,and that the content should be focused solely on thegym. When students have finished writing, you maywish students to comment on each othersparagraphs in pairs, or ask some or all students toread their paragraphs to the class as a whole, allowingthe class to comment on the paragraphs they hear.

Writing Sk i lls I T e a c h er ' s B o ok

II Study the modelAim: to further develop an awareness of the

structure of reportsExplain to students that there are 16 mod elcompositions at the back of the Student's Book.These compositions do not contain mistakes. andwould get a very good mark in the exam. but t heyare achievable . Students should be encouraged towork towards producing compositions of t hislevel. Ask students to read model composition 4on page 101, and to underl ine po ints a-e in themodel. Check students' answers.

a Facilit ies for film-goer sb As requested. I have prepared a report on ._C Generally. the facilities are good. although

there are ways in which they could beimproved. / Our town has so me excellentfacilit ies for film lovers. alt hough on e cinemais about to d isappear.

d A better bus service to the Megaplex Cinemawould be an improvement.

e Ms Davies


composition productionAsk students to read the compositio n quest ionabove exercise A. Check t heir understanding oft he que st ion.

mBrainsto rmingAim: to focus on the content of this particular

compositionAsk students to answer t he questions using botht he composi tio n question and their imaginationwhere appropriate. You may wish students to dothis task as pairwork. When the stud ents haveanswered t he questions. bring the class togeth erto d iscuss their ideas.

Accept all logical. sensible answers.style: formal. factual

mCho ose th e best headingsAim: to develop an awareness of successful

paragraph headingsAsk students to choose three headings which theythink might be appropriate. When they havechosen . discuss as a class which headings they thinkare appropriate. which are inappropriate. and why.

The people to blame: inap propriate - t hequestion does not require the writer to placeblamePrices: appropriateFootball: inappropriate - the repo rt is not aboutparticular sportsWindow display: appropriateAdvertising: appropriateFacilities: inappropriate - shops do not havefacilities

II Make it formalAim: to develop an awareness of formalityExplain to students that the four sentences are tooinformal. Ask students to rewrite them for a formalreport. Point out that they may need to make radicalchanges, and that the passive voice is a part icularlyuseful and appropriate tense here. When studentshave finished writing. you may wish them to discussthe ir sentences in pairs. or as a class.

Note: These are example answers onfy. Accept aUsentences which are in on appropriate formal style.

1 1would recommend that pr ices are/beredu ced .

2 The window display has not been changed fora long t ime.

3 The advertisement could be made mo re livelyand modern.

4 I would suggest stocking a new range of moremodern t rainers .

E1 Plan your paragraphsAim: to develop paragraph-planning skillsRemind students that they should always make aparagraph plan before they start writing - even inthe exam.You may wish to point out to them thatthey will be able to ask the invigilators in the examfor extra paper on which to produce their plan. Askstudents to complete the paragraph plan. Remindthem to include all the information from exercises A.Band C and to add any other relevant information.Point out to students that their plan should be asdetailed as possible, Check students' plans.

IJ Ho m e wo rkAssign the writing of the composition forhomework. Remind students that theircomposition should be between 120 and 180words. Before collecting the students'compositions at the beginning of the next lesson,check that they have ticked the boxes next to thepo ints in exercise E.

11

WORDPERFECTAim: to develop key Fe vocabularyAsk students to read the example sentences. Askstudents if they have any questions regard ingunknown vocabulary. Then ask them to write t hewords in bold in the gaps in the sentences below.You may wish to assign this task for homework.

1 commentator 6 changing room2 gym/gymnasium 7 trainers3 side 8 picks4 sports centre/ 9 rink

leisure cent re 10 work out5 trains

struct ures appropriately. Point out that it soundsmore natura l and fluent to put the indirect ob jectbefore the direct object. Ask students to rewritethe sentences using the same structure. Checkstudents' answers.

1 I am writing you this letter ...2 The coach o rdered the team some new

equipment.3 My mum bought my sister some new trainers.4 1asked the company to make me a spe cial

tennis racket.S Simon asked me to lend him my new fo otball .6 The players passed the captai n the ball.7 Give t he commentator t he microphone.

D EV EL O P Y OURWRITING S KI LLS

Note: These are suggested answers only.Accept any answers which students con justify.

1 honest. thoughtless 4 immature, foolish2 loyal. caring S bad-tempered. impol ite3 ambitious. selfish

a Use more adj ec t i vesAim: to develop the skill of using adjectives in

descriptive writi ngAsk students to write two adjectives from the boxto describe t he people in the sentences. Checkstudents' answers.

51Peoplet

WARM-U PAim: to encourage students to think about the

un it topicDirect students' attention to the photographs andthe topic of th e unit. Ask students to discuss theiranswers to t he questions in pairs. Monitor thepairwork and bring the class together again tocompare ideas. You might like to do this as awhole-class act ivity. eliciting responses fromdifferent students. Encourage students to respondfree ly. spec ulat ing and develop ing their answers.

G R A M M A R FO C U SAim: to develop productive grammar skillsAsk st udents to read the te xt and examples aboveth e sentences. Explain t hat in th e exam t hey willget more marks if they can demonstrate an abilityto use a variety of more complex grammatical

EXAM PRACTICEREPORT SExam know-howAim: to provide students wit h key exam skillsAsk students to read the exam know-how t ip.Check understanding. Ask students if they haveany questions about the tip.


practice of Fe Writing Part 2 reportsYou could ask stu dents to write one or both ofthese compositions in class. under examconditions. or you co uld assign one or both of thecompos itions for homework. If you only wishth em to write one com position. yo u cou ld alsoask students to produce a detailed paragraph planfor the composition t hey do not write in full. Youmight also like to use these compositions as thebasis for peer correction exercises. whe re studentsread and respond to each other's writing.

Note: For more report questions. see page 45 of thisTeachers Book. For more composi tions on the topicof sport. see model composition 7 on poge 103.model composi tion 10on page 104. modelcomposi tion 16on page 108of the Students Book.and the second letter ofapplication question. thefirst composi tion quenion and the third storyquestion on pages 4 5-4 7 o f this Teachers Book.

12

Wr it ing S k 1 /5 / T e a ch e r s Boo k

big:walk:clever.happy:

mUs e more ad verbsAim: to develop the skill of using adverbs in

descriptive writingAsk students to complete each sentence using anadverb from the box. Point out to students thatseveral different adverbs could fit in each sentence.Check students' answers. You may wish to ask themto imagine what the situation could be for theadverb they have chosen.

1 proudly, excitedly2 nervously. proudly, gently, excit edly3 angrily, excited ly4 nervous ly, angrily, excitedly5 nervously. proudly, bravely, excited ly6 cleverly7 bravely. nervously

mStudy the modelAim: to further develop the skill of using

adjectives and adverbs in descriptive writingExplain to students t hat there are 16modelcompositions at the back of the Student's Book.These compositions do not contain mistakes. andwould get a very good mark in the exam. but t heyare achievable. Students should be encouraged towork towa rds producing compositions of this level.Ask students to quickly read model composition 5on page 102. Ask them to unde rline all theadject ives and circle all the adverbs. You may wishstudents to come toge t her in pairs or as a class tocompa re their answers.

adjectives: cold. warm, shor t, fat , round, bald,foolish , greatadverbs: quickly, carefull y, excitedly, nervously,lo ud ly, suddenly, sadly, slowly, qu ickly

mBe descript i veAim: to develop the skill of using descriptive

vocabularyAsk students to th inkof as many synonyms or nearsynonyms as they can. and write them on the linesprovided. You may wish students to do this inpairs. or as a whole class activity.

Note: These are just some possibilities.Accept all logical, sensible words.

good: marvellous, terrific, wonderful,brilliant, super, superb, fabulous,incredible. excellent

bad: terrible. dreadful, disgusting, rubbish,poor, appalling, awful

say: shout, cry, scream, speak, sta te.answer, reply, exclaim, tell

look: glimpse, glare, gaze, peep, peek, see. view

beautiful: lovely, pretty. stunning. striking,breathtaking

huge, enormous, gigantic, massivewander, stroll, stride, hurryintelligent. bright. smartcon tent. good-tempered. good-natured,pleased, excited. satisfied

D Write a pa ragraphAim: to develop the skill of writing a successful

descriptive narrativeAsk students to complete the story by writing aparagraph of about 40 words. Remind them thattheir paragraph should make use of adjectives,adverbs and inte rest ing words. When studentshave finished writing, move on to exercise Fwithout looking at thei r paragraphs.

iii Read, your partner 'sw r i t ing

Aim: to further develop the skill of writing asuccessful descriptive narrative throughpeer correction

Ask students in pairs to swap paragraphs andanswer the questions abo ut their partner'sparagraph. You may wish pairs to discuss theiranswers and allow students to ed it their paragraphsbased on their partner's comments and suggestions.

mDiscussBring the class toget her as a group. Ask some orall of the students to read out their paragraphs.Encourage class feedback and suggestions in termsof making t he writing even more descriptive.

COMPO S ITIOND EV ELO PMENTAim: to guide students through the process of

composition productionAsk students to read the co mposition questionabove exercise A Check their understanding ofthe question.

a BrainstormingAim: to focus on the content of this particular

compositionAsk students to answer the questions using theirimaginat ion. You may wish students to do thistask as pairwo rk. When the students haveanswered the questions, bring the class toget herto discuss t heir ideas. Accept all logical, sensibleand imaginative answers.

13

14

mSumm arise y a ur p lotAim: to develop t he skill of pre-writing

narrative summaryAsk students to write a summary of their story what their story is about - in one or twosentences. Explain to them that if that is notpossible, it is probably not a good story tochoose to write in 120-180 words. Whe n studentshave written their summary, divide them intopairs. Ask each student to ask their partnerquestions about what happens in their story. Youmay wish to bring the class together and ask eachstudent to say what their partner's story is about.or you may wish them to say what their ownstory is about.

iii Choo s e the best titl eAim: to develop an awareness of successful

story t it lesExplain to students that a story should usuallyhave a tit le. Ask students to choose which of t hetitles they think are appropriate for this story.Point ou t that more than one may be appropriate.You may wish students to do this in pairs. Bringthe class together to discuss their ideas. Acceptall logical and sensible responses. Ask students tocome up with other possible titles for this story.You may wish to write them on the board. Youmay also wish to get students to vote on the besttitle.

The two most inappropriate titles are:I knew I was right (it doesn't f it with t he firstsentence of the story)The advantages of be ing honest (irrelevant)

lEI Plan y o ur p aragra phsAim: to develop paragraph-planning skillsRemind students that they should always make aparagraph plan before they start writing - even inthe exam. You may wish to point out to them thatthey will be able to ask the invigilators in theexam for ext ra paper on which to produce theirplan. Ask students to complete the paragraphplan. Remind them to include all the informationfrom exercises A, Band C and to add any otherrelevant information. Point out to students thattheir plan should be as detailed as possible. Checkstudents' plans.

IJ Ho m e w o rkAssign the writing of the composition forhomework. Remind students that theircomposition should be between 120 and 180words. Before collecting the students'compositions at the beginning of the next lesson,cheek that they have t icked the boxes next to thepo ints in exercise E.

WORDPERFECTAim: to develop key FC vocabularyAsk students to read the example sentences.Ask students if they have any questions regardingunknown vocabulary. Then ask them to write thewords in bold in the gaps in the sentences below.You may wish to assign this task for homework.

1 tho ughtless 6 get on wit h2 make fr iend s 7 the gene ra l public:1 first impression 8 personality4 telephone manner 9 get to know5 plot 10 ap plicant

EXAM PRACTICES TORIESExam know-howAim: to provide students with key exam skillsAsk students to read the exam know-how tips.Check understanding. Ask students if they haveany question s about the t ips.


practice of FC Writing Part 2 storiesYou could ask students to write one or both ofthese compositions in class. under examconditions. or you could assign one or both of thecompositions for homework. If you only wishthem to write one composition. you could alsoask students to produce a detailed paragraph planfor the composition they do not write in full. Youmight also like to use these compositions as thebasis for peer co rrect ion exerc ises, wherestudents read and respond to each other's writing.

Note: For more story questions. see page 47 of thisTeacher's Book. For more compositions on the topicofpeople. see the section on letters of application .the fourth report question. the second. third andfourth composi tion questions and the second andfourth informal/etter questions. on pages 45-4 7 ofthis Teacher 's Book.

Writ ng Skills / Te a c he r ' s Boo k


a Summarise the plot 1Aim: to develop an awareness of plot

developmentAsk students to quickly read model co mposition 5on page 102 again. It's the same compos ition t heylooked at in the previous unit. Ask students towrite a brief summary of the plo t in only one ortwo sentences. Without looking at theirsentences, ask them to divide the story into t hreeparts, and to make notes on the lines provided


unit topicDirect st udents' attention to the photographs andthe topi c of the unit. Ask students to discuss theiranswers to the questions in pairs. Monitor thepat-work and bring t he class together again tocompare ideas. You might like to do t his as awho le-class acti vity, elic iting responses fromdifferent student s. Encourage stu dents to respondfreely, speculating and developing thei r answers.

Note: These are suggested answers only.Accept a/I logical. sensible answers.

Plot summary: After going to a pop concert,the narrator's motorbike breaks down. He'sfinally given a lift home by the pop star.At the beginning: narrator goes to a pop concertIn the middle: bike breaks down on way homeAt the end: given lift home by pop star inchauffeur-driven limousine

about what happens at the beginning, in themiddle and at t he end of the story. Bring t he classtogether to discuss thei r answers.

Note : These are suggested an5wersonly.Accept of/logical. sensible answers.

Plot summary: John is visiting some relatives.He arr ives at t he station. meet s his relatives, butrealise s he has left his bags o n the t rain.At the beginning: John arrives at the st at ion andmeets his relatives.In the middle: He realises he's left his bags onthe train.At the end: The bags will be sent back from thenext station, so everything is OK.

mFind the words andphrases

Aim: to develop awareness of narrativediscourse markers

Ask students to find words or phrases in themodel composition to answer the questions.Check students' answers.

1 As2 but3 still4 (and) then, (a second) lat er5 after all

Ii Summarise the plot 2Aim: to further develop an awareness of plot

developmentAsk students to quickly read model composition 6on page 102. Ask students to write a briefsummary of t he plot in only one or twosentences. With out looking at thei r sentences, askthem to divide the story into th ree parts, and tomake notes on t he lines provided about whathappens at the beginning, in the middle and at t heend of the story. Bring the class together todiscuss their answers.

61Travelt

GRAMMAR FOCUSAim: to develop productive grammar skillsExplain to student s t hat some of the sentencesare cor rect, and some contain adjectival andadverbial errors, Ask students to tick the correctsentences, and to rewrite the incorrect ones,Check students' answers.

1 Pete suddenly opened the door _2 My uncle George is a typical Englishman.3 We were playing when my cou sin hit me hard

in the face.4 When I first met Jane, she behaved in a very

unfriendly way towards me. or When I firstmet Jane, she was very unfriendly towards me.

5.16 Tina looked absolutely beautiful in her new

outfit.7.1

15

16

lEI Look at the order ofevents

Aim: to develop an awareness of chronologypresentation

Ask stu dents to loo k at t he first two paragraphs ofthe model composit ion again. Ask them to wri tein note form the f ive main events in chronologicalorder, and to answer the quest ions below.Bring the class together to d iscuss answers.

Note: These ore suggested answers only.Accept all logical, sensible answers.

1 narrator went to a co ncert2 motorbike broke down on way home3 left motorbike by side of road4 walked along roadS saw car lights in distance6 was given a lift by a pop starAre they presented in the same order in thestory? NoWhich tense? Past perfect

D Find th e wo rds and phrasesAim: to further develop awareness of narrative

discourse markersAsk students to find words or phrases in themodel composition to answer th e questions.Chec k students' answers.

1 Sudde nly2but3 Unfortunately4 and, (and) thenS whe n

II Order the e ventsAim: to further develop awareness of

chronology and plot developmentAsk students to read t he plot summa ry. and thennumber the events in the order in which theyhappened . Without checking t heir answers, askstudent s to separate the story into t hree parts, bywriting the relevant numbers on the li nesprovided. Check th eir answe rs as a class.

Note: These are suggested answers only.Accept any answers which students can justify.

IE 2F 3C 4G SA 6B 7DBeginning: 1, 2, 3Middle: 4, 5, 6End: 7

II Think about tensesAim: to develop the skill of using narrative

tenses effectivelyAsk stud ents to write t he let ter of a tense next toeach descript ion. Point out that they will usesome tenses more t han once. Check stu dents'answers.

lB2 A3C4BSB

m Ma t ch the examplesAim: to further develop the skill of using

narrative tenses effectivelyAsk students to write the numbers from t heprevio us exerc ise next to the examples. Chec kstuden ts' answers.

A 2B4C1D5E 3


composition productionAsk studen ts to read the compositio n quest ionabove exercise A. Cheek their unders tandi ng ofthe question.


compositionAsk students to answer the questions using t heirimaginatio n. You may wish students to do th istask as pairwork. When t he students haveanswered the questions, bring th e class togetherto discuss t heir ideas. Accept all logical, sensibleand imaginat ive answers.

mWr ite your summaryAim: to develop the skill of pre-writing

narrative summaryAsk students to write a summary of th eir sto ry what th eir story is about - in one or twosentences. Explain to t hem that if that is notpossible, it is probably not a goo d story tochoose to write in 120-180 words. When stude ntshave writ ten their summary, divide them intopairs. Ask each studen t to ask their partnerquestions about what happens in their story. Youmay wish to bring t he class together and ask eachstudent to say what th eir part ner's story is about ,or yo u may wish th em to say what th eir ownstory is about .

Writing Skil l s / Tea ch er ' s Bo o k

EXAM PRACTICESTORIESExam know-howAim: to prov ide students with key exam skillsAsk students to read the exam know-how tip.Cheek understand ing. Ask students if they haveany ques tions about the t ip.

GRAMMAR FOCUSAim: to develop productive grammar skillsAsk students to look at the example. Point out th atdirect speech is usually, but not always. informa l.Ask students to rewrite the sentences in directspeech. beginning with the words given. Explain tothem that they can make any changes tovocabulary and grammar they feel are appropriate,as long as the meaning remains the same. Ask themalso to complete their sentences with a speakingverb, e.g. say, ask and the name of the personspeak ing. Check students' answers.

Note: These are suggested answers only. Accept all logical.sensible answers in an appropriate fly/ e.

1 "Dave, do you think we need to book t he traintickets in advance?" asked Adam.

COMPOSITIONQUESTIONSAim: to provide students wit h topic-based

practice of FC Writing Part 2 storiesYou could ask students to write one or both ofthese compositions in class. under examconditions, or you could assign one o r both of t hecompositions for homework. If you on ly wish themto write one composition, you could also askstudents to produce a detai led paragraph plan forthe composition they do not write in full. Youmight also like to use these co mposit ions as thebasis for peer cor rection exercises, where studentsread and respo nd to each other's writ ing.

Note: For more story questions, see page 47 of thisTeacher's Book. For more compositions on the topicof travel. see model composi tion 5 on page 102ofthe Student's Book, and the third compos itionquest ion and the first informa/ letter question onpages 46-4 7 of this Teacher's Book.

mDivid e your s t o ryAim: to develop an awareness of plot

development for their own storyAsk studen ts to divide thei r story into three partsand make notes on t he lines provided. Check theirdivision. Accept all logical. sensible answers.

mTh in k o f a t itleAim: to develop the skill of creating an

appropriate titleRemind students that they should always givetheir story a title. Ask students to think of anappropriate and interesting title for thei r story.When students have written t heir t itle. bring th eclass toget he r. Ask each student to say their title.Encourage class feedback. You may wish the classto vote on t he best t it le.

D Plan y our p a ragrap hsAim: to develop paragraph-planning skillsRemind students th at th ey sho uld always make aparagraph plan before they sta rt writing - even int he exam. You may wish to po int out to t hem thatt hey will be able to ask t he invigilators in theexam for extra paper on which to produce t heirplan. Ask students to complete the paragraphplan. Remind t hem to include all the informationfrom exercises A, B, C and D and to add any otherrelevant informatio n. Point out to students t hattheir plan should be as detailed as possible. Checkstudents' plans.

II HomeworkAssign t he writing of the composition fo rhomewor k. Remind students that theircomp osition sho uld be betwee n 120 and 180words. Befo re collect ing the students'composit ions at the beginning of the next lesso n,cheek tha t they have ticked the boxes next to thepoints in exercise F.

WORDPERFECTAim: to develop key FC vocabularyAsk st uden ts to read the example sentences. Askstudents if they have any questions regardingunknown vocabulary. Then ask students to writethe words in bold in the gaps in th e sentencesbelow. You may wish to assign this t ask forhomework.

1 jet lag / jetlag2 package ho liday3 motel4 guide boo k5 cruise

6 air hostess / st ewardess7 book8 passport9 first class

10 luggage

17

lD2B3E4 A5 C

l G2J3H4F51

DEVELOP YOURWRITING SKI LLS

Note: These are suggested answers only. Accept aI/logi cal,sensible answers which the students can just ify.

1 irrelevant content - a potent ial employer isinterested in who can do the job best, not whoneeds the job most; t oo informa l (e.g. 'need'rat her than 'require')

2 sent ences too short, no connecting expressionsor narrative discourse markers, no descriptivevocabulary (e.g. 'nice' rather than 'delicious')

1:1 What 's wrong?Aim: to further develop an awareness of

purpose and the skill of achieving purposeeffectively

Ask students to look at t he t hree extracts. Expla int hat they are not successful in achieving theirpurpose. Ask students to make notes on the linesprovided about why t hey are not successfu l.When students have finished. discuss their notes asa class.

mDis cussAim: to further develop an awareness of

purposeAsk students to discuss their answers to exercise C.and previous exercises if you haven't chec ked t heiranswers yet. Monitor t he pairwork, and bring t heclass together to discuss how t he extracts achievetheir purpose. Make sure that all students nowhave the correct answers to exercises A Band C.

iii How does it do it?Aim: to develop the skill of achieving purposeAsk students to look again at t he list of purposesin exercise B. Ask them to match the letters fromthe list with the writing techniques. At the sametime. ask t hem to find examples from t he extractsand write them on the lines provided. Whenstudents have finished th is task. move on toexercise D where students discuss their answersand choices.

1 G: Atmosphere2 F: any three of: flickered / gently / gazed /

lovingly / sea-blue / reached / soft /whispe red

3 J: any two of: Are you having ... / you're notsure / here's some

4 I: one of: For t he past two summers, I haveworked as a waiter / I have spent the lastsix months working / while studying for 'O.

S H: any three of: Moreover / does not provide/ nutrients / balance / require / if theyare to / alert

71Food and Drinkt

2 "Don't get first class tickets, Sally.They're really expensive!" said Rachel.

3 "l think the coach (eaves at half past three,"said Darren.

4 "Would you like another cup of coffee, Sir?"asked t he stewardess.

S "Can you just ho ld t his for me, Julie, while[ get a paper?" asked Nigel.

III What is it trying to do?Aim: to develop an awareness of purposeAsk students to match each of the ext ract s inexercise A with a purpose. and to write t he lettersof the purposes on the purpose lines in exerciseA. You may wish to check students' answersbefore moving on to exercise C. Alternatively, youcould check them after students have discussedtheir answers in exercise D.

W A R M - U PAim: to encourage students to think about the

unit topicDirect students' attent ion to the photographs andthe top ic of the unit. Ask students to discuss theiranswers to the questions in pairs. Monitor thepairwork and bring t he class toge ther again tocom pare ideas. You might like to do t his as awhole-class act ivity, e licit ing responses fromdifferent students. Encourage students to respondfreely. speculati ng and developi ng t heir answers.

a What k ind of te xt?Aim: to consolidate an awareness of text typeAsk students to quickly read t he five extracts. andmatch each extract with a text type. Remind t hemto leave the purpose line empty for t his exercise.You may wish to chec k students' answers beforemoving on to exercise B. Alternat ively. you couldchec k them after exercise B. or check answers forA, Band C after students have discussed theiranswers in exercise D.

18

Writing Sk ills / T each e r s B o ok

3 illogical (e.g. first sentence), sentences do notconnect effectively, addresses magazine editorrather than readers themse lves

II Study the modelAim: to further develop an awareness of

purpose and the skill of achievingpurpose effectively

Ex plain to students t hat there are 16 mod elcompos itions at the back of the Student's Book.These compositions do not conta in mistakes. andwould get a very good mark in t he exam, but theyare achievable. Students should be enco uraged towork towards producing com posit ions of thislevel.Ask stude nts to read model composition 7 onpage 103. Ask them to answer the question s.Check students' answers.

Students should underline:1A 1spea k English very well.BI love being wit h children.C I would be very interested in applying for this

position. / I could be free every day ifnecessary, from the beginning of June until theend of September.

DI have three yo unger brothers and sisters, whoI regularly look after when my parents are atwork.

EThey also love sports and games - basketball,swimming, tennis, hide-and-seek - and I wouldbe very happy to organise similar activities foryour children.

2 nineteen year-old student / currently studyingMaths at Warwick University / awarded an Agrade in the Cambridge First Certificate inEnglish examination last year

3 in the 'Daily News' yesterday41 would be very grateful if you could let me

know what the rate of pay per hour would be,and which hours du ring the summer I wo uld beexpected to work.

S No61f you require any further info rmat ion, or wish

me to attend an interview, plea se do nothes itate to let me know.

7NoaNo


composition productionAsk students to read the composition questionabove exercise A. Check their understanding ofthe question.


compositionAsk students to answer questions 1-6 and 13 fromthe co mposit ion question and 7-12 using theirimagination . You may wish students to do th istask as pairwo rk. When t he stude nts haveanswered the questions. bring the class togetherto discuss their ideas.

1 No2No3 Dear Sir / Madam, or Dear Sir or Madam ,4 several jobs5 waiter (if male), wait ress (if female)6b7-12 Accept all logical. sensible and imaginative

answers.13 b (because the letter started Dear Sir /

Madam,)

iii Think about paragraphingAim: to develop paragraph-planning skillsAsk students to look again at mod el composition7 on page 103, and to match the purposes withthe paragraphs. Check students' answers.

lb2a3c4fSe6d

lSI Plan your paragraphsAim: to further develop paragraph-planning

skillsRemind students that they should always make aparagraph plan before they start writing - even inthe exam. You may wish to point out to them t hatthey will be able to ask the invigilators in t heexam for extra paper on which to produce t heirplan. Ask stu dents to complete the paragraphplan. Remind them to include all t he info rmat io nfrom exercises A, and Band to add any ot herrelevant informatio n. Po int o ut to students tha ttheir plan sho uld be as detailed as possible.Although each student 's plan will be different. allplans will basically follow the model given inexercise B. Check students' plans.

19

I!J H o m e w o r kAssign the wr iting of the composition forhomework. Remind students that theircomposition should be between 120 and 180words. Before collecting the students 'compositions at the beginning of the next lesson,check that they have ticked the boxes next to thepo ints in exercise D.

GRAMMAR FOCUSAim: to develop productive grammar skillsAsk students to loo k at the example sentences.Point out tha t inversions are essent ially formal.Ask students to rewrite the sentences beginningwith the words given. Remind them t hat theymust invert the verbs, and that t hey must makethe rest of the sentence formal too. Checkstudents' answers .

W O RDPER FECTAim: to develop key Fe vocabularyAsk students to read the example sentences.Ask students if they have any questions regardingunknown vocabulary. Then ask students to writethe words in bold in the gaps in the sentencesbelow. You may wish to assign this task forhomework.

1 cutlery2 snackHip4 crisps5 takeaway

6 dessert /pudding7 fizzy dr inks8 bill9 chips/french fries

10 st arter

Note: tbese are suggested answers only.Accept any appropriately formal alternatives.

1 Not only do I have experience, but I also havequal ification s.

2 Hardly had I started working in the restaurantwhen I was made redundant.

3 Rarely have I wo rked wit h a more capable chef.4 Not o nly did I arrange parties. but I also

organised wedding receptions.5 Under no circumstances should/may members

of staff be rude to cust omers. (note: not must)


mWhat style is it?Aim: to develop an awareness of style

dependent on text typeAsk students to read the extracts and to decid ewhether the statements are True or False. Youmay wish students to do th is task in pairs.Check students' answers .


unit topicDi rec t stude nts' at ten t ion to t he photographs andthe topic ofthe unit. Ask st ude nt s to d iscuss t heiranswers to the questions in pairs. Mon itor t hepairwcr k and bring the class toget her again tocompare ideas. You might like to do this as awhole-class activity, e licit ing responses fromdifferent students. Encourage students to respondfree ly. speculating and developing their answe rs.

DlT 2T 3F 4TE IF 2F 3T 4FF IF 2T 3T 4F

81The Mediat

An 2F 3T 4F8 IF 2T 3T 4Terr 2F 3T 4T


practice of Fe Writing Part 2 letters ofapplication

You co uld ask students to write one or both ofthese compositions in class. under examcondit ions. or you could assign one or both of th ecompositions for homework. If you only wish t hemto write one composition, you could also askstudents to produce a detailed paragraph plan forthe composit ion they do not write in full. Youmight also like to use these compositions as thebasis for peer correction exercises. where studentsread and respond to each other's writing.

No te: For more letter ofapplication questions. see pages45·4 6 of this Teachers Book. For more compositionson the topic of food and drink. see modelcomposition 3 on page 101and model composition 9on page 104 of the Students Book and the fourthreport question and the fourth composition questionon pages 45-46 afthis Teachers Book.

EXAM PRACTICE LETTER OF APPLICATIONExam know-howAim: to provide students with key exam skillsAsk students to read the exam know-how tips.Check understanding. Ask students if t hey have anyquestions abo ut t he tips.

20

Wr ting Sk i l ls / T e ac he r s Boo k

mWhat text type is it?Aim: to further develop an awareness of style

dependent on text typeAsk student s to match each of the extracts inexercise A with a text type. Check students'answers.

IE 2F 3C 4D SA 66

II Study the modelsAim: to further develop an awareness of style

dependent on text typeExplain to students that t here are 16 modelcompositions at t he back of the St udent 's Book.These compositions do not contain mistakes. andwould get a very good mark in t he exam. but theyare achievable. Students should be encouraged towork towards producing compositions of this level.Ask students to look at model compositions 1-8on pages 100-103. Ask t hem to find the examplesas quickly as possible. and to write them on thelines provided. You may wish students to do t histask as a race.

Modell: Accept any chatty, conversationalwords or phrases from the letter.

Model 2: Are you t ired of seeing the same oldrubbish on your TV screens? / So whatshould be done about it? / ... 50 whynot give us more music programmes?Wouldn't it be better if there was ashow that explained the news in waysthat we could understand?

Model 3: Shame it's not the summer ... /Got to go now. / Only ten days _.

Model 4: Accept any forma l vocabu lary fromthe report.

ModelS: 'Where are your bags. John?' askedUncle Bill ._ / 'Oh. no; he cried , sadly.'They're on the train!' / 'It's okay; heexplained. 'They are going to sendthem back from the next station.'

Model 6: I waved and shouted. / I explained thesituation. / I told him how much I'denjoyed the concert.

Model 7: I would be very grateful if you could letme know what t he rate of pay per hourwould be, and which hours during thesummer I would be expected to work.

Model 8: But as we got higher, it started to snow./ And beginning to freeze!

II Change the styleAim: to develop the skill of creating

appropriate styleAsk students to look at the t hree extracts . Explainthat the writers have not produced an appropriatestyle. El icit what the problems with the style are.Ask students to rewrite the extracts in theirnotebooks in a more appropriate style. You maywish them to do the rewriting as homework.When they have rewritten the extracts, move onto exercise E. where students discuss their writingin pairs. without looking at what the studentshave written.

problems with style:1 grammar, vocabulary and tone too formal

shou ld be info rmal, conversational and chatty2 grammar, vocabulary and ton e too informal

should be formal. factual and clear3 grammar, vocabulary and tone too formal - an

article should be much more conversat ionaland engaging than a composition

II Re od your partner'sWriting

Aim: to further develop the skill of creatingappropriate style

Ask students to swap their paragraphs with theirpartner and comment on the ir partner's writ ing.making suggestions where appropriate. Monitorpairwork. You may wish to bring the classtogether and ask stud ents to read out the ir own.or their partner's new paragraphs.


ccmpcsition productionAsk students to read t he compos ition questionabove exercise A. Check t heir understanding ofthe question.

a What am I writing?Aim: to focus on the style of this particular

compositionAsk students to decide whether the statementsare True or False. You may wish students to dot his task in pairs. Check students' answers.

IF 2F 3F 4F ST 6T 7T BT 9F lOT

21

EXAM PRACTICEARTICLEExam know-howAim: to provide students with key exam skillsAsk stud en ts to read the exam know-how tip.Check understand ing. Ask students if they haveany questions about t he ti p.

WORDPERFECTAim: to develop key Fe vocabularyAsk students to read th e example sentences. Askstudents if they have any quest ions regard ingunknown vocab ulary. Then ask st ude nt s to writethe words in bo ld in t he gaps in the sentencesbelow. You may wish to assign this tas k forhomework.

II Ho m e wo rkAssign t he writing of the composition forhomework. Remind students that thei rcomposition should be between 120 and 180words. Before collecting the students'compositions at the beginning of the next lesson.check that they have ticked the boxes next to thepoints in exercise F.

mBrainstarmingAim: to focus on the content of this particular

compositionAsk students to make notes to answer thequestions. Bring the class together to discuss theirsuggestions. Accept all logical. sensible relevantsuggestions.

II Th ink about styl eAim: to further develop awareness of style

dependent on text typeAsk students to choose t he article beginningsthey feel are ap propriate. Check st udents'answers. Yo u may wish to ask why they t hinksome are more ap propriate t han others.

Note: These ore suggested answers and reasons only.Accept all answers ond reasons which students canjustify.

a inap propriat e - too informalb appropriate - rhetorical question engages the

readerc inappropriate - irrelevant to the questiond inapp ropriate - cliched and dulle appropriate - relevant, clear and introduces

the t opic

mThin k about p arag raphingAim: to develop paragraphing skillsAsk students to match t he paragraph numb erswith th e paragraph purposes. Chec k students'answers.

1 b 2 a or d 3 d o r a 4 c

1 sitcom/situation comedy

2 address3 tabloid4 episode5 paperbacks

6 reception7 documentary8 subscription9 repeat

10 column

22

II Plan yo ur parag raph sAim: to further develop paragraph-planning

skillsRemind students that they should always make aparagraph plan before they start writing - even inthe exam. You may wish to point out to them thatthey will be able to ask the invigilators in theexam for extra paper on which to produce t he irplan. Ask students to complete the paragraphplan. Remind them to include all the informationfrom exercises A. B. C and D and to add any otherre levant information. Point out to students th att heir plan should be as detailed as possible.Altho ugh each st udent's plan will be diffe rent, allplans will basically follow th e mod el given inexercise D. Check students' plans.


practice of Fe Writing Part 2 articlesYou could ask students to write one or both ofthese compositions in class. under examcond itions. or you could assign one or both of thecompositions for homework. If you only wishthem to write one composition. you could alsoask students to produce a detailed paragraph planfor the composition they do not write in full. Youmight also like to use these com posi tions as t hebasis for peer correct ion exercises. wherestudents read and respond to each oth er's writing.

Note: Form ore article questions. see page 45 oi thisTeachers Book. Formore compositions on the topicoi the media. see model composition 2 on page 100oi the Students Book. and the second tntormatletter question and the second story question onpage 47 o(this Teacher s Book .

Wr it ing Sk i l ls / Teacher's B o o k


mW here is it fr om?Aim: to raise awareness of appropriate ways of

making suggestionsPoint out to students that the sentences they areabout to read make suggestions in different ways.Ask students to read the sentences and decidewhich ki nds of com position the sentencesprobably came from. When the students havefinished, check t heir answers, encouraging them toexplain their cho ices.

WARM-UPAim: to encourage students to th ink about the

unit topicDirect students' attention to the photographs andthe topic of t he unit . Ask students to discuss theiranswers to the questions in pairs. Monitor t hepairwork and bring the class together again tocompare ideas. You might li ke to do this as awhole-class activity, e licit ing responses fromdifferent students. Encourage students to respo ndfreely. speculating and deve lop ing their answers.

1 c (report)2 a (informal letter)1 f (informal letter, article)4 b (informal letter, article)5 e (informal letter)6 d (informal letter)

mMatch to make sen te ncesAim: to de velop students' range of ways of

making suggestionsExplain to students that each sentence makes asuggestion. The sentences use different levels offormality. Ask students to match the two halvesof the sentences toget her. Check the answers.You might li ke to invite students to speculate asto what kind of composition they might findthese sentences in.

1 b (writer makes a suggestion to one pe rson)2 b (informal style more appropriate for an

article)3 a (suggest ing a course of action, as in a report)4 b (sentence from a letter of complaint)S a (informa l style)

mM ake it informalAim: to give students practice in ma king

informal suggestionsAsk students to read the question given. Elicit thetype of co mposition required (informal letter).Explain that the sentences all come from ananswer to the question but are written in a style

II Make a suggestionAim: to give students practice in making

suggesti ons in d iffe ren t waysAsk st udents to read the suggest ions and writesentences of t heir own making those suggestions.Ask them to consider how formal t heirsuggestions should be. When students havefinished. check the answers. Accept any correctanswers which are appropriately informal o rformal. The following are suggested answe rs butothers are poss ible.

1 Why don't you visit me next summer? / Howabout visit ing me next summer?

2 I would like to suggest that our shop starts tosell umbrellas.

1 Have yo u ever thought about taking up ahobby for rainy days?

4 How about / Have you thought about startinga course in meteorology?

91 The Weathert

GRAMMAR FOCUSAim: to develop productive grammar skillsAsk students to look at the example sentences.Explain that using such a grammatical structure intheir writing will impress the person marking theircompositions. Ask students to rewrite thesentences without the relative pronoun and theauxiliary verb. Check students' answers.

lit's a problem page specifi cally designed forteenagers and young ad ults.

2 The internet doesn't have many websitescreated by young people.

3 I was interviewed by a rep orter ca lled IvorPenn l

4 Books printed with soft covers are calledpaperbacks.

5 She's a journalist well known for her rudenessto politicians.

23

that is too formal. Ask students to rewrite thesentences in a more informal style. This activitycould be done in pairs. When students havefinished, check their answers. There are manypossible answers and you should accept anysuggestions in an appropriately informal style.The following are suggested answers.

1 It's quite hot, so make sure you bring lightclothes.

2 Don't fo rget to bring a pair of sunglasses.3 Swimming in t he sea is great here, so why

don't you bring your swimsuit?

II Write a paragraphAim: to give students practice writing a

paragraph making suggestionsExplain to students t hat the letter has beenwritten as an answer to t he question at the startof exercise D. The ques tion asks for suggestionsabout what clothes and other things thepenfriend should bring on holiday. Point out tostudents that the second paragraph of the answertalks about clothes. Ask them to write aparagraph of about 30 words suggesting othert hings t heir penfriend should bring with them onholiday. There are many possible ideas includingsunglasses, a camera, a video camera, lots ofmoney. suncrearn. a phrase book, etc.

II Read your partner'swriting

Aim: to encourage a cr itical approach towriting

When students have finished writing theirparagraphs, ask them to swap paragraphs withtheir partners. Get them to read each other'swriting and then answer the questions. Theyshould make a brief list of things suggested andthen comment on t he appropriacy of the style,which should be informal.

II DiscussAsk for volunteers to read their paragraphs to theclass. Encourage students to comment positivelyon the writing t hey hear, focusing in particular onways of making suggestions.

24

mStudy the modelAim: to further develop and consolidate

student awareness of ways of makingsuggestions

Explain to students that there are 16 modelcompositions at t he back of the Student's Book.These compositions do not contain mistakes, andwould get a very good mark in the exam. but theyare achievable. Students should be encouraged towork towards producing composi tions of t hislevel.Di rect student s to model composit ion 9 on page104 and ask t hem to read the question and thecomposition. Get them to underline anysuggestions t he writer makes. Check the answerswhen all students have finished and invite themto comment on the language used to makesuggestions.

1 My advice would be to keep it simple,2 A Greek salad with tomatoes, onions and feta

chees e would be great.3 You could also do something traditionally

English.4 What about shepherd's pie?


composition productionAsk students to read the compositio n quest ionabove exercise A. Check their underst anding ofthe question.

mBrainstormingAim: to produce ideasAsk students to answer the questions using thei rimagination. You may wish students to do thistask as pairwork. When the students haveanswered t he questions. bring the class togetherto discuss thei r ideas. Accept all logical. sensibleanswers.

iii Wr ite y o ur suggestionsAim: to practise producing appropriate

suggestionsAsk students to write sentences in an app rop ri atestyle suggest ing t he clothes and other items theyment io ned in exercise A. When they havefinished , get stud ents to quickly compare theirsentences with their partner's. All st udent s shouldbe using an informal style.

Wr it i ng S k i l ls / Teacher's Bao k

B Mat ch the pa rag raphs tothe content

Aim: to prov ide a bas is for planning thecomposit ion

Ask students to dec ide what content would beappropriate for each paragraph of theircomposition. Check the answers.

la2d3 c4b

mPlan your paragraphsExplain to students that they should always make aparagraph plan before they start writing - even inthe exam. You may wish to poin t out to t hem thatthey will be able to ask t he invigilators in the examfor extra paper on which to produce their plan. Askstudents to put t he information from exercise Cinto the app ropr iate boxes in the paragraph plan,and to add any other relevant information.Although each student's plan will be different, theyshould all follow this basic model:

Paragraph 1: refer to penfrtends letter. or askpenfriend a question

Paragraph 2: make suggestions regarding clothesParagraph 3: make suggestions regard ing other

itemsParagraph 4: reason for signing offClosing expressions: one or two of: Love / Lots oflove / From / Take care / See you soon / Bye fornow! / Write back soon / All the best / Yours

D Ho m eworkAssign the writing of t he composition forhomework. Remind students that their compositionshould be between 120 and 180 words. Beforecollecting the students' compositions at th ebeginning of the next lesson. check that they haveticked the boxes next to the points in exercise E.

WORDPERFECTAim: to develop key Fe vocabularyAsk students to read the example sentences. Askstudents if they have any quest ions regardingunknown vocabulary. Then ask students to writethe words in bold in t he gaps in the sentences below.You may wish to assign this task for homework.

1 Wellingtons/ We Uies 6 bikini2 heatwave 7 raincoat/mac3 shower 8 clear up4 suncream 9 humid5 mild 10 chi lly

EXAM PRACTICEIN FO RMAL LETTE RExam know-howAim: to provide students wit h key exam skillsAsk studen ts to read t he exam know-how tip.Check understanding. Ask st ude nts if they haveany questions about the t ip.

C O M PO S ITI ON QUEST IONSAim: to provide students with topic-based

practice of Fe Writing Part 2 informalletters

You could ask st udents to write one o r both ofthese composit ions in class, under examconditions, or you could assign one or both of thecompositions for homework, If you only wishthem to write one compositi on. you could alsoask student s to produce a de tailed paragraph planfor the composition they do not write in full. Youmight also like to use these compos itions as thebasis for peer correctio n exercises. whe restudents read and respond to each other's writing.

Nore: For more informal fetter quesrions, see page 47 ofrhis Teacher's Book. For more compositions on thetopic of the weather, see model composition 5 onpage 102 and model composition B on page 103 ofthe Student's Book and the second article questionand the third report question on page 45 of thisTeacher 's Book.

G RA M M A R FOCUSAim: to develop productive grammar skillsAsk students to read the example sentences ofd ifferent structures that can be used with theverb suggest. Explain to them that the words inbrackets are optional. You may like to point outthat 'I would suggest you to ..: (a co mmon mistakeat this leve l) is not an acceptable structure anddoes not appear in the list. The final examplesen tence using the subjunctive is given forcomparison but it is rather formal and studentsare not expected to be able to produce thisst ructure. Ask st udents to t ick any of thesentences which are correct and to rewrite anywhich are incorrect.

1 I would like to suggest that we warn tourist sabout t he dangers of sunbathing.

2 ...

25

26

3 I suggest an examination of weather recordsfor evidence of climate change. / I suggestthat we examine weather records for evidenceof climate change.

4 Many local people suggested the council'sbuilding an indoor shopping centre. / Manylocal people suggested that the councilbuild(s) an indoor shopping centre.

S The weatherman suggested that peopleplanning a trip (should) check the fo recastbefore they leave.

t 1 01The EnvironmentWARM-UPAim: to encourage students to t hink about the

unit topicDirect students' attention to the photographs andthe topic of the unit. Ask students to discuss theiranswers to the questions in pairs. Monitor thepairwork and bring the class together again tocompare ideas. You might like to do this as awhole-class activity. eliciting responses fromdifferent students. Encourage students to respondfreely, speculating and developing their answers.


a Dos and Don 'tsAim: to develop students' awareness of the use

of promptsCheck that students all understand that 'prompts'are the pieces of extra information given in FCwriting tasks. They are often in the form of noteswhich the student is supposed to have made. Askstudents to read the statements about promptsand decide whether they should (Do) or shou ldn't(Don't) do these things in the exam. You might liketo do this as a whole-class activity. Check theanswers.1 Don't (students must include information from

all prom pts)2 Do (stude nts are told when the pro mpts are

notes they have written)3 Do (st udents are given credit fo r developing

beyond t he prompts. as long as it is relevant)4 Don't (t he prompts should be include d in the

letter in a natural way)

S Don't (students should not include anythingwhich is irrelevant to the letter they arewriting)

mMake the prompts for m a lAim: to raise students' awareness of formality

issues wit h promptsPoint out to students that the prompts they aregiven here come from different formaltransactional letter questions, all on the topic ofthe environment. Ask students to read theprompts and then write them in sentence form,starting with t he words given. Check the answers.Accept any cor rect answer which uses theinfo rmation in the prompt in an ap prop riatesentence. The following are suggested answersbut others may be possible.

1 I wonder if you have / the council has / thereare any plans for cleaning the beach.

2 Would you mind informing me of / telling methe time of the next environmental groupmeeting?

3 Another concern is that local residents havenot been / were not asked for their opinion.

4 According to doctors. health problems in thetown are increasing / on the increase.

S A major prob lem is the noise (pollution)caused by local factories.

II Think about t he promptsAim: to develop students' understanding of the

meaning of promptsAsk students to read the com position quest ion.Elicit the kind of composition required (formaltransactional letter making complaints). Elicitstudents' ideas as to the meaning of the prompts.Encourage them to speculate. Ask them to readthe list of points a-e and tick which points theymust mention in answering this question. Checkthe answers.

Students should tick points b. c and d (The otherpoints might be relevant. but points b. c and drefer to the prompts and so must be included.)

mTh in k b ey o n d t he promptsAim: to encourage students to include extra

relevant info rmationAsk students to think about the samecomposition question from exercise C. Ask themto choose which of the ext ra po ints ment ionedthey could include in their composition. Theyshould choose t heir answers on the basis ofwhich points are relevant.

W r it ri g Sk i l ls / Te a c her 5 B oo k

Students should t ick points a, c and e. The otherpoints would be irrelevant in this co mposit ion.

D Write a parag raphAim: to give students practice writing a

paragraph using prompts and extrarelevant ideas

Explain to students that the letter has beenwrit ten as an answer to the question at t he startof exercise C. Ask students to read t he letter anddecide which prompt the writer has not used (thefact that Webster Brothers weren't at the lastlocal meeting). Get students to write a paragraphof about 30 words using the rema ining promptand any ext ra relevant ideas they wish to includeto complete the lette r. Students may use theideas given in exercise C.

II Read y o ur partner'swriting

Aim: to encourage a critical approach towriting

When students have finished writ ing t heirparagraphs, ask them to swap paragraphs wit htheir partners. Get them to read each other'swriting and then answer the questions. Theyshould check that their partner has included theremaining prompt, mention any extra points theyhave included and t hen comment on t heappropriacy of the sty le, which should be formal.

mDiscussAsk for volunteers to read t heir paragraphs to theclass. Encourage stud ents to com ment pos it ivelyon the writing they hear, focusing in particular onwhat extra relevant po ints they have co me upwith.

mStudy the modelAim: to consolidate student awareness of using

and developing beyond the promptsExpla in to students t hat there are 16 modelcompositions at t he back of the Student's Book.These composit ions do not contain mista kes, andwould get a very good mark in t he exam, but t heyare achievable. Students should be encouraged toworktowards producing compos it ions of t his level.Direct student s to model compos it ion 10 on page104 and ask them to read the quest ion and the

composition. Get t hem to tick the sentenceswhere the writer mentions the informat ion givenin the prompts. They shou ld t hen underline anyextra relevant info rmation which t he writer hasadded . Cheek the answers when all students havefinished.

Stude nts should tick the follow ing sentences:1 None of t hem co uld offer any advice to me on

choosing a squash racket.2 Anot her cause for complaint was t hat the

swimming pool was closed .3 Finally, offering lessons in d ifferent spo rts is a

good idea, but I found t hem to be veryexpensive.

4 1was disappo inted that windsurfing was notavailable.

Students should unde rline the fo llowingsent ences:1 I suggest you send your emp loyees on suit able

t raining courses.2 I understand t hat repair s need to be carried

out.3 However, when I called for information the day

before my visit , t he receptionist d id notmention t hat t he pool was closed.

4 ... more sports should be offered.


composition productionAsk st udents to read t he compos ition questionabove exercise A. Check their understandi ng oft he question.

E'lI BrainstormingAim: to produce ideasAsk student s to answer the questions using t heirimagination. You may wish students to do thistask as pairwork. When the students haveanswered the questions, bring t he class togetherto discuss their ideas. Accept all logical. sensibleanswers.

1 no 2 Dear Sir / Madam 3 formal4 some of the ferries are old , the ferrie s produce

a lot of smoke, the trips threaten t he sealsSb

27

Note: For more formal transactional tett er questions, seepages 45-46 of this Teacher's Book. For mo recompositions on the topic of the environment. seemodel compo sition 15 on page lOB of the Student'sBook and the third report question on page 45 ofthis Teacher 's Book.

EXAM PRACTICE FORMAL TRANSACTIONAL LEDERExam know-howAim: to provide students with key exam skillsAsk students to read t he exam know-how tip.Check understanding. Ask students if they haveany quest io ns about t he t ip.

WORDPERFECTAim: to develop key Fe vocabwlaryAsk students to read the example sentences. Askst udents if they have any questions regardingunknown vocabulary. Then ask students to writethe words in bo ld in the gaps in the sentencesbelow. You may wish to assign this task fo rhomework.

D Ho m ew o rkAssign the writing of the composit ion forhomework. Remind students that thei rcomposition should be between 120 and 180words. Before collecti ng the students'compositions at the beginning of the next lesso n.check that th ey have ticked the boxes next to thepoints in exercise E.

6 conservationists7 in captivity8 species9 protected

10 faces ext inctio n

1 fossil fuel s2 noise pollution3 natural habitat4 solar energyS endangered


practice of Fe Writing Part 1 formaltransactional letters

You could ask students to write this compositionin class, under exam conditions, or you couldassign the composition for homework. You mightalso like to use this com pos ition as th e basis forpeer co rrection exercises. where students readand respond to eac h other's writing.

ED Relevant o r irr e levan t ?Aim: to encourage students to select extra

relevant informationAsk students to read the statements and dec idewhether these points wou ld be relevant orirrelevant in this let ter by wri t ing R or I in t heappropri ate space. When they have finished. checkthe answers. You might li ke to do this as a who leclass act ivity.

a lblcRd le RfR

mPlan your paragraphsExplain to students that th ey should always makea paragraph plan before they start writing - evenin the exam. You may wish to point out to themtha t they will be able to ask the invigilators in theexam for extra paper on which to prod uce theirplan. Although each student's plan will bedifferent, t hey should all fo llow this basic model:

Dear Sir / MadamParagraph 1: explain reason for writingParagraph 2: mention that some ferries are oldand produce a lot of smoke and noiseParagraph 3: explain that the seals areendangered and that the trips are a threatParagraph 4: ask th e company to cancel theirplans for these t ripsClosing expressions: I look for ward to readingyour response. / I ho pe yo u will give this matterserious attent ion.Yours fait hfully,

II Ma ke it for m alAim: to practise putting the information in

prompts in an appropriate styleExplain to students that the sentences given referto two of the prompts from the question above.Elicit th e fact t hat the sentences are too informalfor this kind of composition. Ask students torewr it e the sentences in a more fo rmal way. Whent hey have finished. check t he answers. There aremany poss ible answe rs so accept any that areappropri ately formal. The following are suggestedanswers.

l O ne problem with the ferries belonging toyour co mpany is t hat a number of them arequite old and produce pollution.

2 You claim that pollution has been red uced by10%, but the ferries still produce a largeamount of smo ke.

28

Wr it ing Sk i / Is / T each e r's B o ok

GRAMMAR FOCUSAim: to develop productive grammar skillsExpla in to students that a formal style can beproduced by using formal vocabulary, grammarst ruct ures and set phrases. It can also sometimesbe produced by using a formal word order, ashere. Direct students' attention to the t wosentences given. Explain that the preposition hasbeen moved to before the relative pronoun[whkh') in the second sentence, produc ing amore formal style. Ask stud ents to rewrit e theother sentences in a similar way. Check theanswers.

1 People can write letters to the factor ies fromwhich the polluti on comes.

2 Greenpeace is an environmental group towhich many people belong.

3 Ext inct ion is a problem about which we shou ldall worry.

4 Hunting is a t hreat from which some animalsneed to be protected.

S Noise is another problem about which peoplecomplain.

t 1 1\ TechnologyWARM-UPAim: to encourage students to think about the

unit topicDirect students' attention to the photographs andthe topic of the unit. Ask stud ents to discuss t heiranswers to the questions in pairs. Monitor thepairwork and bring the class together again tocompare ideas. You might like to do t his as awhole-class activity. elicit ing responses fromdifferent students. Encourage students to respondfreely, speculating and developing t heir answers.


mTrue or folse?Aim: to raise students' awareness of basic

issues regarding complex sentencesExplain to students t hat you want them to t hinkabout sente nces. Sente nces can be relativelysimple or complex. Ask students to read t he

statements about sentences and decide whetherthey are True or False. When they have finished,check the answers. You might like to do this as awhole-class activity.

1 False 2 False 3 True 4 False STrue 6 True

mMatch to make se n t en cesAim: to practise form ing more complex

sentencesExplain to students that the sentences they aregoing to match are all relatively complex but usethe kinds of st ructure they should be able toproduce themselves. Ask students to match thet wo halves of the sentences. Check the answers.

1c 2f 3d 4 . s b 6.

iii What do the sentences do?Aim: to check comprehension of complex

sentence typesAsk students to read the sentences they havemade again and to match each sentence to t heco rrect desc ription of its funct ion by wri ting theappropriate number in the space provided.

a 4b 6c ld 2. 3f 5

mConn ect th e se n t en cesAim: to encourage students to form complex

sentencesAsk students to read the sentences. Get them towrite one sentence which includes theinformation given in each pair of sentences,sta rting with the word given. They may refer tothe sentence types in exercise C for guidance.Check t he answers.

1 People who know littl e about computers willhave problems find ing a job.

21f the Ancient Egypti ans had had television,they would have had advertisements.

3 Technology. which we rely on more and more ,is changingthe way we work.

4 Knowing they have no cho ice, people will befo rced to use computers.

5 The race to t he Moon, which took place in1969, produced new technology that we usetoday.

29

D Rewrite the paragraphAim: to practise producing complex sentencesExplain to students that the paragraph they areabout to read comes from a discursivecomposition about technology. Although thereare no mistakes in it. it would be better if thewriter had joined their ideas together using morecomplex sentence forms. Ask students to rewritethe paragraph using more complex sentenceforms. Some words are already given as guidance.

In conclusion, technology, which is developingall the time, affects all of us. Some people. whoare not afraid to take risks, are prepared to learnhow to use new technology. Knowing howimportant it is. we should all tr y to becomefamiliar with computers. the internet and e-mail.

II DiscussAsk for volunteers to read their paragraphs to theclass. Encourage students to comment positivelyon the writing they hear. focusing in particular onwhat complex sentences they have come up with.

II Study the modelAim: to further develop and consolidate

student awareness of complex sentencestructure

Explain to students th at the re are 16 modelcomposit ions at th e back of the Studen t's Boo k.These composi t ions do no t co ntain mista kes, andwould get a very good mark in the exam, but t heyare achievable. Students should be en couraged towor k toward s producing compositions of t hislevel.Ask the students to read model composition 11 onpage 105 and underline complex sentences usingthe str uctures given. Check the answers.

1 Being more understanding. teachers are ab leto help students more today.

2 If schools offer students more opportunitiesto learn. it raises standards.

3 Firstly. teachers, who have a great effect onstandards. are better trained than in the past./ They are less strict. which means thatstudents enjoy their education more and solearn more. / Teachers and schools have bothimproved. which means that students todayreceive a better education than theirgrandparents did.

4 Not only are teachers better educated, butthey also work in better schools.

30



m Bra ins t o rm ingAim: to produce ideas and clarify aimsAsk students to answer the questions about thecomposition question. When the students haveanswered th e questions, bring t he class toget herto discuss thei r ideas.

1 my teacher2 formal (discursive) style3 a False b True c False d False4 domestic robots. e-mail. computer games.

television, cookers. wash ing machines

mMake your predictionsAim: to facilitate the production of ideasAsk students to imagine two ways in which theforms of technology given may change in t hefuture. They can write their answers in note form.The re are many possible ideas and the answersgiven here are merely suggestions. You may like todo this as pairwork and the followi ng discussionas a whole-class activity.

television: more channels, more interactive, 3Dcooker. more intelligent, automatic, connectedto the internet for recipestelephone: video phones, cheaper, more mobilesand satellite phonesradio: more choice, interactive music. radio fromaround the world over the internet

II DiscussAsk students to discuss their predictions in pairsand then to report back to the whole class ontheir ideas. Encourage students to make a note ofgood ideas that other students have thought of.

mPlan your paragraphsAim: to develop paragraph-planning skillsEx plain to students t hat they should always makea paragraph plan before t hey start writing - eve nin the exam. You may wish to point out to themthat t hey will be ab le to ask th e invigilators in th eexam fo r ext ra pa per on which to produce their

Wr t in g s k li s / Teacher 's Book

EXAM PRACTICE DISCURSIVE COMPOSITIONSExam know-howAim: to provide students with key exam skillsAsk students to read the exam know-how tip.Check understanding. Ask students if they haveany questions abo ut the tip.

WORDPERFECTAim: to develop key FC vocabularyAsk students to read t he example sente nces. Askstudents if they have any questio ns regardingunknown vocabulary. Then ask students to writethe words in bold in the gaps in the sentencesbelow. You may wish to assign t his task forhomework.


practice of FC Writing Part 2 discursivecompositions

You could ask students to write one or bot h ofthese compositions in class, under examconditions, or you could assign one or both of thecomposit ions for homework. If you only wish

B HomeworkAssign the writing of the compos it ion forhomework. Remind students t hat theircomposition shou ld be between 120 and 180words. Before collect ing the students'compositions at the beginning of the next lesson,check that they have ticked the boxes next to thepoints in exercise E.

, n t 1 21Health and Fitness


unit topicDirect st udents ' attention to t he photographs andthe topic of the unit. Ask students to discuss theiranswers to the questions in pairs. Monitor thepairwork and bring the class together again tocompare ideas. You might li ke to do t his as awhole-class act ivity, eliciting responses fromdifferent stude nts. Encourage students to respondfreely, specu lating and developing their answers.

.Note: For more discursivecomposition questions, see page46 of this Teocher's Book. For more compositions onthe topic of technology, see model composition 1onpage 100 and model composition 14on poge J07 ofthe Student's Book. the third article question and thethird informal letter question on pages 45-47 of thisTeacher's Book.

G R A M MAR FOC U SAim: to develop productive grammar skillsAsk students to read the pairs of examplesentences. Point out that the sentences in eachpair mean the same th ing. This is the kind ofstructure they should be able to use in their ownwriting. Draw attention to the t hird sentence,which is wrong because the first phrase (Havingmore free time) does not refer to the subject oft he sente nce (computer games). Ask students torewrite the other sentences in a similar way,putting the cause first as in the examples. Checkthe answers.

1 Afraid of losing thei r jobs, many people want tost udy computers.

2 Introduced to them by games, some youngpeople want to work with computer s.

3 Hoping it will not affect them, some people tryto ignore technology.

4 Worried about the danger, many of us wouldnot welcome domestic robots.

5 Not knowing the future, we can't be certain.

them to write one compos ition, you could also askstudents to produce a detailed paragraph plan forthe composition they do not write in full. Youmight also like to use these compositions as t hebasis for peer co rrect ion exercises, where studentsread and respond to each other's writing.

6 soft ware7 industrial8 keyboard9 mouse

10 word processor

1 cable TV2 technophobia3 microwave (oven)4 hardware5 domesti c

plan. Although each student's plan will bedifferent they should all follow t his basic model:

Paragraph 1: introduction mentioning a few keythings that will change (telev ision, telephone,robots)Paragraph 2: focus on television (more channels,3D pictures) and telephone (video phones)Paragraph 3: focus on robots (help wit hhousework, cooking, etc)Paragraph 4: summarise and close thecomposit ion

31

32


mMatch t a make sentencesAim: to introduce or revise some useful set

phrasesEx plain to students that we ofte n use certa in setphrases in different kinds of composi t ion. Know inga few of t hem can be very useful for them in theirwriting. Ask them to read the set phrases andmatch the two halves of th e sentences to makecomplete sentences. Check the answers.

l d 2 g 3 h 4 f 5 c 6 . 7 b B e

mWhe re are they used ?Aim: to encourage students to relate set phrases

to composition typesAsk stu dents to read the sentences they have madeagain and to decide what type of compos itiont hey might be used in. Some might be used in moreth an one type of composition. Students shouldwrite the appropriate numbers in the spacesprovided. Check the answers.

a report: 3, 8a story: 4a letter of application: 1, 6an article: 5, 7a discursive composition: 5an informal letter: 2

a Correct the set phrasesAim: to encourage accuracy in the use of set

phrasesAsk students to read the sentences given using setphrases. Each sentence contains at least onemistake. Ask students to rewrite the sentencescorrectly in the space provided. Check the answers.

1 I look fo rward to hearing from you.2 1am writ ing wit h reference t o your

ad vert isement, which I saw in a local newspaper.3 As requested, I have spoken to loc al doctors.4 As fa r as I'm conce rned, medi cal treatment

should be free.S Please do not hesitat e to contact me if you

need more info rmat ion .

mComple te t he co mpo sit io nAim: to practise using set phrases in a letter of

applicationAsk students to read the composition question.Elic it that the composition required is a letter of

appl ication for the post of receptionist in adoctor's surgery. (You might like to point out thata doctor's 'surgery' is the office where the doctorsees patients and does not mean a place where asurgeon works. Surgical operations take place inan operating theatre.) Ask students to read theletter written in answer to the question and toput the set phrases into the approp riate gaps inthe letter.

Dear Dr Brown,I am writi ng in respo nse to your

advertisement, which I saw in today's 'DailyNews'. I would like to apply for the post ofreceptionist.

I am sixteen years old and attend the Fift h HighSchool in Edinburgh. My qualifications include theCambridge First Certificate in English andthe DELF2 in French. I believe I have t he personalqualit ies necessary for th e pos ition because Ilike to meet new people and have a goodtelephone manner.

It is my intention to go o n to study to be adoctor when I leave school. This post would bea very usefu l opportunity t o learn what isinvolved. I gained some experience whileworking for my uncle, who is a dermatologist,last summer, and would like to find out more.

Please find attached my C.V., which gives moredetails and the addresses of two referees .If you require more info rmat io n please do nothesitat e to contact me. I am available fo rinterview at your convenience.

I look fo rward to hearing from you.Yours since re ly,

'SeolY'eol\.-.. Dc",,~ l eolS

D St udy the m o delAim: to further develop and consolidate

student awareness of set ph rasesExplain to students that there are 16 modelcompositions at the back of the Student's Book.These compositions do not contain mistakes. andwould get a very good mark in the exam. but t heyare achievable. Students should be enc ouraged towork towards producing compositions of thislevel.Ask the students to read model composition 12on page 105 and underline set phrases which areuseful in letters of application. Check the answers.Expla in to students that they can use th ese setphrases in letters of application they write.

W r i tin 8 S .k i I I 5 / Tea c her '5 B a 0 k

1 False 2 False 3 False 4 False S False

St udents should circle the following: b, c, d, e

II Choo se the set phrasesAim: to revise and consolidate set phrasesAsk students to read the set phrases and to circlewhich ones they might use in this letter. Check t heanswers.

WORDPERFECTAim: to develop key Fe vocabularyAsk students to read the example sentences. Askstudents if t hey have any questions regardingunknown vocabulary. Then ask students to writethe words in bold in the gaps in the sentencesbelow. You may wish to assign this task forhomework.

6 cure7 (the) flua bandage9 get over

10 G.P.lgeneral practitioner

1 st udy med icine2 sick3 a cold4 prescriptionS first aid

El Ho m e w o rkAssign t he writ ing of t he composition forhomework . Remind students that theircomposit ion shou ld be between 120and 180words. Before collecting the students'compositions at the beginning of the next lesson.check that t hey have t icked the boxes next to thepoints in exercise E.

mPlan your paragraphsAim: to develop paragraph-planning skillsExplain to students that they should always make aparagraph plan before they start writ ing - even int he exam. You may wish to point out to t hem thatt hey will be able to ask t he invigilators in the examfor extra paper on which to produce their plan.Although each student's plan will be d ifferent,t hey should all follow this basic model:

Dear Ms Davies,Paragraph 1: reason for writ ing, where I saw theadvertisementParagraph 2: why I'm interested in fitnesstraining and my persona l qualitiesParagraph 3: my experience and qualificationsParagraph 4: close and say I'm available forinterviewYours sincerely,

1 formal2 Ms Davies3 assistant in a gym4 a local newspaper, last Monday5 I have helped out in my uncle's gym before.6 I know basic first aid, such as what to do with

a broken leg.7 1have a certificate in basic first aid.a f would like to be an athlete.9 f li ke to meet people and I am good at

explaining things.10 I look forward to hearing from you.

Yours sincerely,

Students should underline the follo wing phrasesor sente nces:Iam writing in response to your adverti sementfor ... / I would like to apply for one of theadvertised positions. / I have previously workedin ... / ... as you can see from my attached c.v. /... a reference, which J have enclosed with thisletter. / J also believe f have the personalqualit ies and qualificati ons necessary for thi sposition. / Should you require any furtherinformation, please do not hesitate to contactme. / f am available for interview at yourconvenience. / I look forward to hearingfrom you.

mTrue or false?Aim: t o focus on relevant content of a letter of

applicati onAsk students to read the statements abou t theletter they are about to write and to decidewhether they are True or False. You might like todo this act ivity in pairs. When students havefi nished, check the answers.

COMPOSITIONDEVELO PM EN TAim: to guide students through the process of

composition productionAsk students to read the composition questionabove exercise A. Check their understanding ofthe question .

II BrainstormingAim: to produce ideas and clarify aimsAsk students to answer the questions. using theirimagination where necessary. When the studentshave answered the questions. bring the classtoget her to discuss their ideas. Accept any logical.sensible answers. The following are suggestedanswers.

33

34

EXAM PRACTICE LETTER OF APPLICATIONExam know-howAim: to provide students with key exam skillsAsk students to read the exam know-how tips.Check understanding. Ask students if they haveany questions about the t ips.

COMPOSITION QUESTIONSAim: to provide students wit h topic-based

practice of Fe Writing Part 2 letters ofapplication

Yo u could ask students to write one or both oft hese composit ions in class. under examcond itions, or you could ass ign one or both of t hecomposit ions for homework. If you only w ishthem to write one com posit ion. you could alsoask st udents to produce a deta iled paragraph planfo r t he composition t hey do not wri t e in ful l. Youmight also like to use t hese com positions as thebasis fo r peer correction exercises, wherestudents read and resp ond to each other's writing.

Note: Formore letter of opp lication questions. see pages45 -46 of this Teacher's Book. For more compositionson the topic of health and fitness, see modelcomposition JOon page J04 and modelcomposition 16 on page JOB of the Students Bookand the fourth report quest ion, the fourthdiscursive composition question and the third storyquestion on pages 45-47 of th is Teacher's Book.

GRAMMAR FOCUSAim: to develop productive grammar skillsElicit from student s t he form of th e secondconditional (If + past + modal (often would) + bareinfinitive). Fu rther elicit th e functio n of t hesecond conditional (hypoth et ical presentsituat ion). Ask students to read the grammarfocus , which explains tha t the second con dit ionalcan be made more formal using an inversion. Askst udent s to rewrite th e sentences given in asimilar way. Check t he answers.

1 Were we to advert ise o ur hea lth productsmore , we would attract more customers.

2 Were pe ople to eat more vegeta bles, th eywould have fewer health problems.

3 Were students to know more about diet, theywould eat less junk food.

4 Were the school to agree, we could offervegetarian meal s for lunch.

( n t 1 31Transport


un it topicDi rect studen ts' at tent ion to the photographs andthe topic of t he unit. Ask students to discuss theiranswers to t he questions in pairs. Monitor thepairwork and bring the class together again tocompare ideas. You might like to do t his as awhole- class act ivity. eliciting responses fromdifferent students. Encourage students to respondfreely, speculat ing and develo ping their answers,

D EVELOP YOURWRITING SKILLS

mWhat kind of graphic is it?Aim: to develop awareness of types of graphicEx plain to stu de nts they may be given info rmationin graphic form (timetables. maps, diagrams, etc)in Part 1of the Writ ing pape r. Ask stu dents toloo k at t he d ifferent graphics given and to decidewhat kind of information t hey give by writing theappropriate let te rs in th e spaces provided. Whenstudents have finished, go on to exe rci se Bwithout checking the answers.

I B 2F 3A 4 D 5 C 6 E

II What do they tell us ?Aim: to check comprehension of information

presented in graphic formAsk student s to look at the graphics again and toanswe r the questions which follo w. You might liketo do th is act ivity in pairs, in which case t hediscussion which follows could be done as awhole- class activity. When stu dents have finished,go o n to exercise C witho ut checking th e answers.

Graphic A: 1 departs / departure 2 arrives /arrival 3 the first trainGraphic B: 1 Plymouth 2 BristolGraphic c: 1 kilometres 2 Amsterdam - Athens3 Berlin - LondonGraphicD:l ./ 2./ 3 } 4 ./ 5 }Graphic E: 1 road 2 public 3 return 4 they will gohome using th e same ticket 5 aGraphic F: 1 fo r rent 2 on ly fo r a short t ime3 by phone

Wri t ng Sk i lls / Teach e r ' s Book

mDiscussAsk students to discuss thei r answers in pairs andto decide if they agree. Check the answers.

S Fo rm a l or informal?Aim: to reinforce awareness of formality in this

contextAsk students to read the sentences. which presentinformation from the graphics in exercise A. Askstudents to decide whether the information isbeing presented formally or informally by writingFor I in the spaces provided. When students havefinished. check the answers.

112F3 14F5 1

II Study the modelAim: to further develop and consolidate the

ability to decode graphicsExplain to students that there are 16 modelcompositions at the back of the Student's Book.These compositions do not con tain mistakes. andwould get a very good mark in the exam. but theyare achievable. Students should be encouraged towork towards producing compositions of th islevel.Ask the students to read model composition 13 onpage 106 and unde rline t he sentences which refe rto information in the graphics. Po int out t hatstudents are unlikely to be given th is muchinformation in graphical form in the exam.

Students should underline the followingsentences:In fact. it has been falling steadily fo r the pastten years. / The truth is that violent crimemakes up only two percent of all crimescommitted. / The majority of crimes involve cartheft. / Indeed. the council budget for crimeprevention this year was fifty percent more thanlast year.

II Write a paragraphAim: to practise interpreting graphical

informationAskstudents to read the information given aboutthe sailing trip to St John National Park and theletter from Mike to Carl. Ask them to write ashort paragraph to complete the letter usingappropriate information from the graphic. Whenstudents have finished. invite voluntee rs to readtheir paragraphs to the whole class. Alternat ively.you might like to get students to read each other's

paragraphs in pairs. There are many possibleanswers. A suggested answer is given here.

The boat leaves American Yacht harbour at halfpast nine in the morning and we can go fishingand swimming on the way. The price is 35 eurosper person and it includes a barbecue lunch. Wewould come back at about half past seven.



r.i! BrainstormingAim: to produce ideas and clarify aimsAsk students to answer the questions. using t heirimagination where necessary. When t he studentshave answered the questions. bring t he classtogether to discuss thei r ideas. Accept any logical.sensible answers. The following are suggestedanswers.

1 Yes (students are not given the name,but since they received a letter they mustlogically know the person's name)

2 Dear Mr Jones (or other suitable name)3 fo rmal4 the third row and second column5 No6 (a) When does the tourist want the car?

(b)How many days do they want the car for?(c)Will they pick the car up from the office or

do they want it delivered to the hotel?7 It's better to book if they want the car in July

or August. it's cheaper if they rent the car for aweek, and the cost of delivery of the car tothe hotel is £12.

Sb

II Plan your paragraphsAim: to develop paragraph-planning skillsExplain to students that t hey should always makea paragraph plan before they start writing - evenin the exam. You may wish to point out to themthat they will be able to ask the Invlgtlators in theexam for extra paper on which to produce theirplan. Although each student's plan will bedifferent. they should all follow this basic model:

35

Note: M.OT. stands (or Ministry of Transport, the bodyresponsible for adm inistering the vehicle tests inBritain.

WORDPERFECTAim: to deve lop key Fe vocabularyAsk students to read the example sentences. Askstudents if they have any questions regardingunknown vocabulary. Then ask students to writet he words in bold in the gaps in the sentencesbelow. You may wish to assign this task forhomewo rk.

m Ho m e workAssign the writing of the composition forhomework. Remind students that theircomposition should be between 120 and 180words. Before collecting the students'compositions at the beginning of the next lesson,check that they have ticked the boxes next to thepoints in exercise C.

Dear Mr Jones (or other suitable name),Paragraph 1: thank them for their enquiryParagraph 2: explain prices of car and cheaperper day if rent ing for a weekParagraph 3: ask when and for how many daysand tell them it's better to book if July orAugustParagraph 4: ask if they will pick it up or th e carshould be delivered to hotel and mention extracostI look forward to hearing from you in the nearfuture.Yours sincerely.

GRAMMAR FOCUSAim: to develop productive grammar skillsExplain to students that there are two kinds ofpreference - a general preference and apreference for a particular occasion. Sometimes. itis necessary to use different structures for thetwo kinds of preference. Ask students to read theexample sentences given and the descriptions ofwhat kind of preference we use each structu re for.Studen ts should then rewrite t he sentences belowto make them correct and decide whether t heirnew sentence expresses a general preference, apreference on this occasion or, possibly, both .Check the answers.

1 I'd prefer to book the t ickets in advance ratherthan get them at the stat ion. (on this occasion)

2 I would rather take a taxi than walk. (bot h)3 Simon prefers driving on th e motorway to

driving along country lanes. (generally)4 Rachel prefers flying to Paris to taking the

train. (genera lly)5 Andrew prefers train stations to bus st at ions.

(generally)

Note: Formore formal transactiona/letter questions. seepages 45-46 of this Teacher's Book. For morecompositions on the topic of transport. see modelcompositions 5 and 6 on page J02 of the Student 'sBook. and the First informal/etter question on page47 of this Teachers Book.


practice of Fe Writing Part 1 formaltransactional letters

You could ask students to write this composit ionin class, under exam conditions. or you couldassign the composition for homework. You mightalso like to use this composition as the basis forpeer correction exercises, where students readand respond to each others writing.

6 metro7 underground/tube8 subway9 pet rol

10 bus pass

1 service stat ion2 cabin3 lanes4 waiting roomSM.O.T.


unit topicDirect students' attention to the photographs andthe topic of the unit. Ask students to discuss t heiranswers to the questions in pairs. Monitor t he

EXAM PRACTICEFORMAL TRANSACTIONAL LETTERExam know-howAim: to provide students wit h key exam skillsAsk students to read the exam know-how tips.Check understanding. Ask students if they haveany questions about the tips.

Fashion

36

Wr i t i ng Sk i l ls / Teacher s B ook

pairwork and bring the class together again tocompare ideas. You might like to do this as awhole-class activity. eliciting responses fromdifferent students. Encourage students to respondfreely, speculating and developing their answers.


mThink abaut paragraphsAim: to raise key points regarding use of

paragraphsExplain to students that they are going to bethinking about paragraphs. Direct their attentionto the statements about paragraphs and ask themto decide if they are True or False by writing T orF in the space provided. You might like to do thisas a whole-class activity. Check the answers.

IT 2T 3F 4T SF 6T

ID St udy the modelAim: to develop awareness of paragraphingExplain to students that there are 16 modelcompositions at the back of the Student's Book.These compositions do not contain mistakes. andwould get a very good mark in the exam. but theyare achievable. Stude nts should be encouraged towork towards producing compositions of thislevel.Ask t he students to read model composit ion 14on page 107 and answe r t he quest ions about thecomposition. Check t he answers.

1 No 2 No 3 Yes 4 Yes

I!II What 's the point?Aim: to develop understanding of paragraph

purposeAsk students to read model composition 14 again.Ask them to decide what the purpose of eachparagraph is and to make notes in t he spaceprovided. Although the wording of answers mightvary. each student should ident ify t he main po intof each paragraph as follows. When the studentshave finished. move on to exercise D withoutchecking the answers.

Paragraph 1: refer to Peter's letter / give newsParagraph 2: say that the Compar is betterbecause it's portable

Paragraph 3: point out the disadvantages of theother computerParagraph 4: start to close the letter and send awishParagraph 5: close the letter and say goodbye

El OiscussAsk students to discuss their answers to exerciseC in pairs and to decide whether they agree onthe purpose of each paragraph. Have t hem reportback to the class as a whole and check that allstudents have the correct answers .

D Oivid e into paragraphsAim: to practise the placing of paragraph

breaksAsk students to read the composition questionand the sample answe r which follows. Explaintha t the composition has some spelling andgrammar mistakes which students shou ld ignoreat th is stage. Ask students to decide where theywould divide the composition into paragraphs byputti ng a line in the appropriate place. You mightlike to do this activity in pairs. Check the answers.

The first lines of each paragraph should be asfollows:Paragraph 1: Society places great value on ...Paragraph 2: There is no doubt that appearance ...Paragraph 3: Nevertheless, there is a danger ...Paragraph 4: In conclusion, ...

IIWhich paragraph?Aim: to develop understanding of paragraph

functionAsk students to read the composition again anddecide which paragraph performs the functionslisted in the question. Students should writenumbe rs (1-4) in the spaces provided . You mightlike to do this activity in pairs. Check the answers .

1 paragraphs 2, 3, 4 4 paragraph 32 paragraph 1 5 paragraph 23 paragraph 4

mWhich phrases ?Aim: to encourage recognition of function of

discourse markers in paragraphsAsk students to look at the composition againand to find words or phrases which are used tointroduce the ideas mentioned. When studentshave finished. check the answe rs.

37

1 e 2 b 3 d 4 a 5 c (paragraphs 2 and 3 could bethe other way round)

Remind students that a more formal style isappropriate for a report of th is kind. Invitevolunteers to read their paragraphs to the class.Accept any sensible answers in an appropriatestyle. You might like to set exercises J and K forhomework and invite students to read theirparagraphs at the beginning of the next lesson.

COMPOSITIONDEV ELO PM EN TAim: to guide students through the process of


m Ma t ch the paragraphs tothe content

Aim: to develop paragraph-planning skillsAsk students to decide what they are going to sayin each paragraph of thei r let t er by matching th eparagraph numbers to the suggested paragraphcontent. When they have finished, check theanswers .

4 Yes5 Ancient Greek/Roman

1 Yes2 Dear (friends name)3 No

!l1 Bra ins t o rm ingAim: to produce ideas and clarify aimsAsk students to answer the questions, using theirimagination where necessary. When the studentshave answered the questions. bring the classtogether to discuss their ideas. Accept any logical.sens ible answers. The following are suggestedanswers.

S P/an your paragraphsExplain to students that they should always makea paragraph plan before they start writing - evenin the exam. You may wish to point out to themthat they will be able to ask the invigilators in theexam for extra paper on which to produce t heirplan. Although eac h student's plan will bed ifferent. they should all follow this basic model:

Dear (friend's name),Paragraph 1: thank friend fo r letter and tellthem a piece of news

13 Write a report paragraphAim: to practise applying the principle of

paragraphing to a reportAsk students to read the composition questionand to write a paragraph of about 30 words froman answer to that question, in their notebooks.

IIWrite an introductionAim: to practise producing an introductory

paragraphAsk students to read the composition quest ionand to write an introductory paragraph of about40 words . Draw students' attention to the factthat the question calls for an art icle so studentsshould use an appropriate style. such as startingwith a rhetorical question. When students havefinished, invite volunteers to read their paragraphsto the class. Accept any sensible answers writtenin an appropriate style.

m e an you find the mistakes?Remind students that the composit ion they havejust read has a number of mistakes. one spell ingmistake and one grammatical mistake in eachparagraph. Ask students to find t he mistakes andunderline them. Check the answers and elic it fromstudents the correct forms.

Paragraph 1: posess (possess) / ... there is dan ger... (... there is a danger ...)Paragraph 2: confidence (confidence) / ... havingmade effort ... (... made an effort ...)Paragraph 3: untrustwerthy (untrustworthy) /People which ... (Peo ple who ...)Paragraph 4: alt hought (although) / ... by it'scover. (... by its cover.)

1for example / for instance / such as2 moreover3 however / nevertheless4 in conclusion

D Ma t ch the paragraphs tothe te xt t ypes

Aim: to relate paragraph function to text typeAsk students to read the list of possible functionsfor paragraphs on the left. They should t henmatch them to the appropriate text types on theright. When they have finished, check the answers.You may like to do this activi ty in pairs.

If 2d 3 c 4 g 5a 6 b 7e

38

Writing Skills I Tea cher 's B o o k

Paragraph 2: say that the party sounds excitingand say which costumes might not be a good ideaParagraph 3: say which costume would be thebest and whyParagraph 4: wish them luck and hope they havea good time and dose the letterClosing sentences: Must go. My mum is callingme to help wit h the washing up.Final dosing expression: Write soon. / Love, /Take care,

B Ho m e wo rkAssign the writing of t he compos ition forhomework. Remind student s that theircomposition should be betw een 120and 180words. Before collecting the stud ents'composi tions at the beginning of the next lesson,check that they have ticked the boxes next to thepoints in exercise D.

WORDPERFECTAim: to develop key FC vocabularyAsk students to read the example sentences. Askstudents if t hey have any questions regardingunknown vocabulary.Then ask students to writethe words in bold in t he gaps in the sentencesbelow. You may wish to assign this task forhomework.

peer correction exercises. where stud ents readand respond to each other's writing.

GRAMMAR FOCUSAim: to develop productive grammar skillsElicit the structure of the causative form (have /get something done) and its function (describingan action done by somebody else for us). Drawstudents' attention to the examples of thecausative form given. Students should circle theanswer 'someone else' in the question given. Askstudents to rewrite t he other sentences using thecausative form. Check t he answers.

1 Susan had / got her hair dyed purple for theplay.

2 We are having / getting our costu mes made atthe moment,

1 My trousers are far too long so I'm going tohave / get them taken up.

4 She's having / getting her wedding dressdel ivered tomorrow.

S I want to have / get my tattoo removed.

Crime

EXAM PRACTICEINFORMAL TRANSACTIONAL LETTERExam know-howAim: to provide students wit h key exam skillsAsk students to read t he exam know-how tips.Check unde rstand ing. Ask students if t hey haveany questions about the t ips.


practice of FC Writing Part 1 informaltransactional letters

You could ask st udents to write this compositionin class, under exam co nditions, or you cou ldassign the composit ion for homework. You mightalso like to use t his composition as the basis for

1 pierced2 go with /match3 fancy dress4 catwalk5 makeup/make-up

6 launderette7 jewellery8 tattoo9 accessories

10 dye

WARM-UPAim: to encourage st udent s to think about the

unit topicDirect students' attention to t he photograph s andthe topic of t he unit. Ask students to discuss theiranswers to the questions in pairs. Monitor thepairwork and bring the class together again tocompare ideas. You might like to do t his as awhole-class act ivity, eliciting responses fromdifferent students. Encourage students to respondfreely, speculating and developing their answers.


mWhat 's the purp ose ?Aim: to develop understanding of sentence

function in presenting an argumentExplain to students that the sentences they aregoing to read come from a discursivecomposition. The sentences all have differentfunctio ns in presenting the argument. Ask

39

40

students to match the functions to the sentencesby writing the correct letters in the spacesprovided. When students have finished. move onto exercise Bwithout checking the answers.

IC 2G 3B 4 A SD 6E 7F

ED Which paragraph?Aim: to develop understanding of argument

structureAsk students to read the sentences from exerciseA again and to decide which paragraph of thecomposition the sentences probably appear in.When students have finished. go on to exercise Cwithout checking the answers.

Paragraph 1: 4Paragraph 2: 5Paragraph 3: 1. 6. 7Paragraph 4: 2, 3

B Discu ssAsk students to discuss their answers to exercisesA and B in pairs and to decide whether or notthey agree. Bring the class toget her to check thatall stud ents now have the correct answers.

ID pu t in the correct orderAim: to develop understanding of argument

structureExplain to students that the paragraph comesfrom the same composition abo ut capitalpunishment . The sentences are in t he wrongorder. Ask students to reorder the sentences byrewriting t he paragraph correctly. Invitevolunteers to read their reordered paragraphs tothe class.

However. there are many arguments againstcapital pun ishment. Firstly. it is said that capitalpunishment sends a message to society thatmurder will not be tolerated. but it also clearlysends the message that kill ing is acceptable incerta in circumstances. This is a dangerousmessage . Secondly. the evidence suggests thatmost people punished by death are the weakestmembers of society. For inst ance. the majorityof people executed for murder in the UnitedStates are black. Finally. there have been manyoccasions throughout history when innocentpeople have been executed.

II Co m p le t e the tableAim: to develop understanding of discourse

markers in presenting an argumentAsk students to look at the table and to read thediscursive words and phrases given. Explain t hatthey have different functions. Ask students towrite the appropriate letters for the differentfunctions in the spaces provided. Check t heanswers. Remind students that they should betrying to use these words and phrases in thei rdiscursive compositions.

G, B, E, K, D, C, A, J, I, F, H

II St udy the modelAim: to consolidate student awareness of

argument structureExplain to students that there are 16 modelcompositions at the back of the Student's Book.These compositions do not contain mistakes. andwould get a very good mark in the exam. but theyare achievable. Students should be encouraged towork towards producing compositions of thislevel.Direct students to model composition 15 on page108 and ask them to read the question and thecomposition. Ask them to unde rli ne the discursivewords and phrases used by t he write r. You mightlike to do th is act ivity in pairs. When studentshave finished. check the answers.

Students should underline the following wordsand phrases:There is no doubt that ... / For example, /Nevertheless, ... / Firstly, ... / As a result /Secondl y, / Finally. ... / In conclusion /However, .

m Re writ e the sentencesAim: to practise the formal presentation of an

argumentElicit from students the appropriate style fordiscursive compositions (formal). Explain tostudents that the sentences given all come fromdiscursive compositions but that they are all tooinformal. Ask students to rewrite the sentencesusing a more formal style and using some of thediscursive words and phrases from the table inexercise E. There are several possible answers. Thefollowing are suggested answers. Accept anycorrect answers in an appropriate style.

Wri ting Skills / Te acher 's Book

variations based on those sentences. They mayalso write thei r own sentence. Accept any logical.sensible sen tences.

EXAM PRACTICE DISCURSIVE COMPOSITIONSExamknow-howAim: t o provide stud ents with key exam skillsAsk students to read the exam know -how t ips.Check understand ing. Ask students if they haveany questions about the tips.

WORDPERFECTAim: t o develop key Fe vocabularyAsk students to read the example sentences. Askstudents if they have any quest ions regardingunknown vocabulary. Then ask students to writethe words in bold in the gaps in the sentencesbelow. You may wish to assign this task fo rhomewo rk.

El Ho m e wo rkAssign th e writing of the composition forho mework. Remind students that theircomposition should be be tween 120 and 180words. Before collecting th e students'composi t ions at the beginning of t he next lesson ,check t hat they have ticked th e boxes next to thepoints in exercise D.

41

6 deterrent7 case8 charged9 life Impriso nment

10 Not guilty

1 plead2 released3 lawyer/solicit or4 evidence5 capit al punishment

li P/an y our paragra p hsExplain to stude nts that they should always makea paragraph plan before they sta rt writ ing - evenin the exam. You may wish to point out to themthat th ey will be able to ask the invigilators in theexam for extra paper on which to produce th eirplan. Although each student's plan will bed iffe rent . they should all follow this basic model:

Paragraph 1: introduction, mentioning theproblems caused by sending all criminals toprisonParagraph 2: the crimes for which prison isappropriate (murder, rape, burglary) and whyParagraph 3: the crimes (shoplifting. mino r theft)for wh ich other punishments (fines, communityservice) are appropriate and whyParagraph 4: conclusion, summary of my opi nion

Now ask students to write their first sentence.They may use sentences from t his exercise or

COMPOSITIONDEVELOPMENTAim: t o guide students t hrough t he process of

composit ion productionAsk students to read the composition ques tionabove exercise A. Check their understanding ofthe question.

!i3 Brains t o rm ingAim: t o produce ideas and clarify aimsAsk students to answer the questions. using the irimagination where necessary. There are severalpossibilit ies. Accept any logical. sensible answers.The follow ing are suggested answers.

1 b2 prison ove rcrowdi ng3 increase in crime4 very serious crime: rape / less se rious c rime:

shoplift ingS murder, rape, burglary6 protects t he public / acts as a dete rrent7 fines / community service / elect ronic tagging8 minor crimes , so t hat prison can be used for

serious crimes91n summary, 1believe that prison sho uld be

used to punish only those criminals whocomm it serious crimes.

l in conclusion, I believe that fining criminals isoften better than sending them to prison.

2 Furthermore, th e job of a policeman in today'sworld is extremely difficult.

3 Criminals such as rapists and murderers shouldbe given life imprisonment.

4 However, there is no evidence that executingmurderers has any positive effects.

S In addition , we should consider the quest ionof why some people steal from shops.

ID Th ink about yo ur firstsen t e n ce

Aim: to provide model opening sentencesAsk students to read the sentences and decidewhet her they would be ap propriate as theopening sentence of th is composition. Askstudents to tick the approp riate sentences andcross the inappropriate ones. Check the answers.

1.1 2 x 3 x 4 .1 5 .1 6 ..... 7 ..... 8 x

42


practice of Fe Writing Part 2 discursivecompositions

You co uld ask students to write one or both ofthese compositions in class. under examconditions, or you could assign one or both of t hecomposit ions for homework. If you only wishthem to write one composition, you could alsoask students to produce a detailed paragraph planfo r the compos ition t hey do not wr ite in full. Youmight also like to use these composit ions as thebasis for peer correct ion exercises, where studentsread and respond to each other's writing.

Note: For more discursive composition questions. see page46 of this Teacher's Book. For more compositions onthe top ic of crime, see model compos ition 13 onpage 106 o f the Student's Book and the fourthinformal/etter quest ion and the fourth storyquestion on page 47 of this Teacher's Book.

GRAMMAR FOCUSAim: to develop productive grammar skillsExplain to students that there are many ways inwhich we can express a contrast between twopoints. Ask students to read the sentences givenand to comment on the grammat ical struct uresassociated with the phrases. Ask students torewrite th e other sentences given in a similar way.using the word given. Check the answers.

, Despite having a very good lawyer, she was(st ill) found guilty. / Despite the fact that shehad a very good lawyer, she was (still) foundguilty.

2 Although there isn't any evidence. there is astrong moti ve.

3 He had / has a criminal record, but he wasonly given a warning.

4 People feel less safe despite / in spit e of thefact that the crime rat e is aetuaUy dropping.

5 Mason was a suspect. However, he was neverarre sted.

t 16'\ Shopping


unit topicDirect st udents' attention to t he photographs andt he topic of the unit. Ask students to discuss their

answers to the quest ions in pairs. Monitor t hepairwork and bring the class toge ther again tocompare ideas. You might like to do this as awhole-class act ivity. eliciting responses fromdifferent stud ents. Encourage students to respondfreely. speculat ing and developing their answers.


mWhat are they for?Aim: to develop understanding of the function

of abbreviationsDirect students' attention to the li st ofabbreviations given. Ask students to match theabbreviations with the uses by writing the co rrectletters in the spaces provided.

Id2e3a4 c5 b

m Fo rm a l or informal?Aim: to develop understanding of the formality

of abbreviationsAsk students to look again at the list ofabbreviat ions and to answer the quest ions given.Check the answers.

a i.e. b e.g., etc c a.m., p.m.

IIWhat are they called?Aim: to enable students to refer to punctuation

marksAsk students to look at the punctuat ion marksand match each one to its name. Check t heanswers. You might like to do th is act ivity in pairs.

t c 2E 3) 46 SF 61 7A 8 G 9H IOD

ID St udy the modelAim: to develop recognition of punctuation

marksExplain to students that there are 16 modelcomposit ions at the back of the Student's Book.These compositions do not contain mistakes, andwould get a very good mark in the exam, but theyare achievable. Students should be encouraged towork towards producing compositio ns of this level.Ask students to read model cornposlt ion 16 onpage 108 and to find examples of t he punct uat ionmarks given. Check t he answers.

W r t ing S kills / Te a c her s Book

II True or fol se ?Aim: to develop understanding of the functions

and use of punctuation marksAsk students to read the statements aboutpunctuation and to decide whether they are Trueor False by writing T or F in the spaces provided .Check the answers.

1T 2F 3F 4 T 5 T 6 F 7T 8 T

II Correc t the punctuationAim: to pract ise proofreading skillsExplain to students that each of the sentencesgiven has at least one punct uat ion mistake. Askstudents to rewrite the sentences correctly. Checkthe answers.

1 "Where did you get that hat?" asked Linda.2 Simon said he'd meet us outside the

supermarket at three o'clock..3 I bought a nice top last week; it was really

cheap. (OR I bought a nice top last week..It was really cheap.)

4 '1think its price tag has come off.How much is itT

5 We went to that new shopping centre - it washuge!

6 Subject: Gift and Souvenir Shops in Bournemouth7 Corner shops, which sadly are disappearing

quickly, offer convenience and a sense ofcommunity which is irreplaceable!

8 The shop assistant asked if he co uld help me.9 'It's actually half-price at the moment, Madam;

said t he salespe rson.10The record store that I went to had a sale on.

m Re writ e th e re p ortAim: to practise proofreading skillsAsk students to read the composition questionand the answer which follows. Ask students torewrite the repor t correcting spelling andpunctuat ion mistakes. When students havefinished. move on to exercise H without goingthrough the co mposition.

To: Mr WilliamsFrom: Sasha SpencerSubject: Attracting teenagers to Teddington ToysDate: 25th January

IntroductionAs requested. I have looked at ways to increasethe popularity of Teddington Toys with teenagers.My recommendat ions are outlined below.

Range of productsThe vast majority of toys and games currentlysold are fo r children under the age of ten.Teenagers would be much more likely to visit theshop if it sold computer games, some spo rtsequipment and board games, such as MillenniumQuiz.

AdvertisingAsTeddington Toys is not in the High Street,you may want to consider advertising any newproducts you introduce for teenagers. Onepossibility is to place short advertisements onlocal television or radio. You may also wish toconsider putting up posters around local schools.

ConclusionIn conclusion, Teddington Toys could becomemuch more popular with teenagers if it offered arange of products for them. However, this rangealso needs to be advertised to inform teenagersin the local area about it.

mRead your partner's wri t in gAim: to develop proof-read ing skillsAsk st udents to swap repo rts and to check theirpartner's repo rt for spelling and punct uationmistakes. Monitor the pairwork and be prepared todeal with any confusion over punctu at ion orspe lling.


composition productionAsk students to read t he composit ion questionabove exercise A. Check their understanding of thequestion.

m Brainst o rm ingAim: to produce ideas and clarify aimsAsk students to answer the quest ions, using theirimaginat ion where necessary. When the studentshave answered the questions. check the answers.There are several possibilities. Accept any logical,sensible answers.

11 No

IIThink about punctuationAim: to practise proo f-read ing skillsExplain to students that the paragraph is anintroduction from a similar report. Ask them torewrite the paragraph using appropriate

43

unknown vocabu lary. Then ask stu dents to writethe words in bo ld in the gaps in the sentencesbelow. You may wish to assign this task forhomework.

EXAM PRACTICEREPORTSExam know-howAim: to provide students with key exam skillsAsk students to read the exam know-how tip.Check unde rstanding. Ask students if t hey haveany questions about t he tip .


practice of Fe Writing Part 2 reportsYou cou ld ask stude nts to write one or both ofthese compositions in class, under examconditions. or you could assign one or both of t hecompositions for homework. If you on ly wishthem to write one composition, you could alsoask students to produce a detailed paragraph planfor the composition t hey do not write in full. Youmight also like to use th ese compositions as t hebasis for peer cor rection exercises, where stu dentsread and respond to each other's writing.

No te: For more report questions, see page 45 of th isTeacher's Book. For more compositions on the topicof shopping. see m ode l composit ion 1on page 100and model composition 14on page 107of theStudent's Book and the fourth article question andth e fourth report quest ion on page 45 of thisTeacher's Book.

punctuation in their notebooks. Check t heanswers.

As requested , I have compared the DavertonCentre and Lakeside Mill, both within 10 km ofSharpviUe, in t erms of their popularity as touri stattractions. My findings are presented below.

B1 Th in k about spellingAim: to practise proofreading skillsAsk students to read the list of misspelt words andto rewrite the words correctly. Check the answe rs.

1 facilities 5 range of products2 souvenirs 6 hand-made3 restaurants 7 arts and crafts4 coach parties 8 building

El P/an your paragraphsExplain to students that they shou ld always makea paragraph plan before they star t writing - evenin the exam. You may wish to point o ut to t hemthat they will be able to ask the invigi lators in t heexam for extra paper on which to produce theirplan. Although each student's plan will bedifferent, they should all fo llow t his basic model:

To: Mrs Johnson (or other appropriate name)From: (student's own name)Subject: Local shopping centresDate: [todays date)Paragraph 1: Introduction: mention what I havedone and which places I have visitedParagraph 2: Location: say where the twocentres are and how easy it is to get to them bybus or carParagraph 3: Facilities: describe the differentfacilities the two shopping cent res haveParagraph 4: Conclusion: summarise myopinion and make a recommendation

1 (ex)change2 on sale3 delivery4 department store5 sale

6 order, in stock7 changing room8 For sale9 chain store

D Ho m e wo rkAssign the writing of the composition forho mework. Remind students tha t t heircomposition should be between 120 and 180words . Before collecting t he students'compositions at the beginning of the next lesson,check that t hey have ticked t he boxes next to t hepoint s in exerc ise E.

WORDPERFECTAim: to develop key Fe vocabularyAsk students to read the examp le sentences.Ask students if they have any questions regarding

44

GRAMMAR FOCUSAim: to develop productive grammar skillsDirect students' attention to the sentences givenand the ways in which they can be rewritten. Pointout t hat this is a structure they should t ry to usein their own writing. Ask students to then read t hesentences below and to complete th e rewrittensentences by filling the gaps. Check the answers.

1 more/better OR more/better the2 quicker/happier OR quickly/happier3 cheaper the/higher the4 advertised/better-known

W r it ing S kills / Teacher's Boo k

E XTRA PRACTICE MATERIAL WRITING P ART 2

ARTICLES

1 You have just seen the following advertisement. 3 You see this announcement in an inte rnational magazine.

International Film Weekly . Computer competitionWrite an artJ~ about~ future of television. te lling us

• What is your favourite film of a/f tim e? What you ~lnk !V will be like in twenty years ' time.

• Why do you think it is so good? The best article WIll win a bratlcl·new Z05000 co putm er;

We are k:x:lki1g kx s-o: etces Write your article for the competition.a'1SW€f"i1g tnese ooestcos

am we 'NIl publish some 0 ' the bes; a-teesIn rext rrontn's ssoe.

4 You see th is annou ncement in an int ernat ional young

Write your article for the magazine International Film peoples magazine .Weekly.

Sensible Shopping Competition!

2 The ed itor of your school magazine has asked you toWnt e an aMide SivinS advice to our readers

on how to shop sensibly.

write an article about things to do in your area on a rainy The best art icle wIll winday. an all-expeeses-paid weekend sho ppinS trip to London

Write an article for the magazine, giving your suggestions. Write your article for the competit ion.

REPORTS

1 You are working in a local tourist office. You have to 3 You work for the local council. You have been asked towrite a report fo r your boss comparing an outdoor cinema write a report on how pre pared your town is to deal wit hand a mult i-screen cinema complex in your area. Say what natural d isasters.each cinema is like, compare their prices and facilit ies, andcomment on th e ir pa rticular good and bad points. Write your report. making any suggestions for

improvement you have.Writ e you r report.

4 You work fo r a local health food shop. Your manager2 Your boss has asked you to write a report about the wants to attract more customers and has asked you toworking conditions at t he factory where you work as a inte rview local people about their views on healthy eatingmanager. and to write a report, making some suggestions.

Write your report fo r you r boss. Write your re port .

LETTERS OF ApPLI CATION

1 Youhave seen this advertisement for a part-time job. 2 You have seen this advertisement for a part-time job.Write a letter applying for the job and asking any Write a lette r applying for the job and asking anyquestions you might have. questions you might have. -

-Wanted: Waiters for new cafe in town.

"'::;::..SXP see~s.\uee~e",,,* "lSsisi-""-"'kThe successful candidates will be trustworthy,reliable, and will have some experience. An ability to v es e"rl......,.., "'''I.dI '''~ +i -

deal well wrth the public is an advantage. ecoo rate e"l"~l- ""_b~ of: H.e ... '" fto.+s"A ~"""Iy ' ....blte.

of pay and reasonable hours.- .. ..C'>' ..>ul. ..l-h-"'Ci-i

...~e e~"n...l . ve "'f1'e...v.....ce:. , "'U 'S S"""e e"~..ce of: ..t.~

Apply in writing to Mr Brow n. Atrly '.. """ti.., ~ 1<:... 1,1. Ii ~ 'e.." sp"",,,...., ,~ 1oJc,.1... .

Note to TeKheoPh:Il0c0p0es "'Iy be' I'nide. for cLmroom USoe. ol p.oges.4.>-47 *.mcur the prior~~ 01 MKmoll¥>Publoshe<s \.iITIIted ~.

pln w ecre th!\"me copyflght~. w!'och doe'; not nonn.>.ftypennot mult~ copyong of po.blnHd ....1...... ~)hn 10 the fn t of IN ix>ol

3 You have just read t he following advertiseme nt:

Wanted: young person to w ork in bicycle shopat weekends. The successful applicant will be goodat dealing with people, since this job involvesanswe ring questions from members of the generalpublic.

A good telephone manner is important. Know ledgeof bicycles is not essential as training wi ll be given.Good hourly pay.

Apply in writing to Ms Pam Jones. manageress.

Write your letter of application to Ms Jones. Do not writeany add resses.

COMPOSITIONS

1 You have been do ing a class project on sport. Yourteacher has asked you to write a composition giving youropinions on the followi ng statement:

Business interests have destroyed the original meaningof sport.

Write your composition.

2 The following comment was pr inted recent ly in a localnewspaper:

People in this to wn no longer care about each other in thesame way they did fifty years ago.

Now your teacher has asked you to write a com position ont his subject. with reference to your family's experiences.


4 You have just seen the following advertisement in a localnewspaper:

Part-t ime shop assistant req uired for local pet shop(Saturdays onty)• No experience necess ary as full training will be given. Would s uit animal loverFor further information,please contact Pamela Mandelson .

Write your letter of application to Pamela Mandelson.Do not write any add resses.

3 You have been doing a class project on t ravel. Yourtea cher has asked you to write a composition about t hefollowing statem ent:

When people go abroad on holiday. they should try toteam a little about the local culture.

You should state whether you agree or disagree with th isstatement. explaining your reasons clearly.


4 The foHowing comment was printed recently in a localnewspaper:

Young people today exist on 0 diet of crisps, sweets, fizzydrinks and fast food - no wonder th ey 're all lazyand badly behaved.

Now your teacher has asked you to write a com position onthis subject, with refe rence to your and your classmates'diet and behaviour.

Write your compos it ion.

NoU t o Te.d >e' $Photocopies m<I)Ibe~. for dO!>VOOm ...... et pill'" 45 -<17 ..Jtto.r.l~pl"00f ......,,"'"~ of MOUT\lllanf'lbhshets t.-n,ted.~.plea", root., that,~ <:opyr,ghl ~,whicl' clot>. ncx I"lorTTlally p:rmtl rnuI,;pIeCt:l9Y""& of publIShed mille,.,~. ol'phn 10 I~ ,...1 of I~ book.

INFORMAL LETTERS

w , t in g s e i i i , / Te ache r 's B o o k

1 You have just been on a two-week cruise with yourfamily. Write a letter to your penfriend describing th eho liday and saying what you enjoyed most about th ee xpe rience .

Write your letter. 00 not write any addresses.

2 You have recen tly been inte rviewed by a localnewspaper. Write a letter to your British penfriendexplaining why you were int ervie wed and what you wereasked, and desc ribing what th e experie nce was like.

Write your letter.

STORIES

1 You have de cided to e nt e r a short story competition.The competition rules say th at th e story must begin withthe following words:

The meal W05 a disaster from start to finish.

Write your st o ry for the competition.

2 You have been asked to write a story to be included in abook of shor t stories. The story must begin like t his:

Adam rushed to the radio and turned it on.

Write your st ory.

1 You have just come back from an exhibition where yousaw demonstrations of future technology. Write a letter toyour penfriend describing your day and the technologyyou saw demonstra ted.

Write you r letter.

4 You recently witnessed your ne xt-door ne ighbo ur be ingarreste d by t he police. Write a letter to your penfrienddescribing t he incident, e xplaining what you t hink yo urne ighbour has been accused of and stati ng whether o r notyou t hink he/ she is guilty,

Write your letter. Do not write any addresses.

3 Your teacher has asked you to write a story for t heschool's English language magazine, It must begin with thefollowing words:

I knew I had to get in shape before the big day arrived.

Write your story,

4 You have decided to enter a short story compet ition.The compet ition rules sta te that t he story must begin withth e following words:

I couldn't bel ieve that I was about to commit a crime.But I had no choice.

Write you r st o ry for t he competition.

Not., to T.,~cheo

Phctocop;eo;may be made. for clawoom us.e. o f p.o.&",45-41wl!ho..rt lhe P"O' ...nlt", ~""'"of Macmilla<lPubli.h.,,, U""ted.~.....piN><: nol'" rhot the copyrlght~. whod>~ not normally pI'ffllil mul lip/<' COll'l'inI! 01 pWli>hedIn;J!......1. appI~ to the leo;tof the book-

Macmillan Educat ionBetween Towns Road. Oxford OX4 3PPAdivision of Macmillan Publishers limitedCompanies and representat ives throughout the world

ISBN 1405 01748 1

Text and design e Macmillan Publishers limi ted 2003

First published 2003

All rights reserved: no part of th is publicat ion may bereprod uced. stored in a retrieval system. or tra nsmitted inany form or by any means. electronic. mechanical.photocopying. recording. or otherwise, without the priorwritten permission of the publishers.

Original des ign by Polyplano, rbessatooikt GreeceAdditional design by Anne Sherlock

Note to teachersPhotocopies may be made, for classroom use. of pages45-47 without the prior written permission of Macmillanpublishers lim ited. However. please note that the copyrightlaw. which does not normally permit multiple co pying ofpublished mate rial, applies to the rest of this boo k.

Printed in Thailand

2007 2006 2005109 8 7 6 5

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