Real writing TNotes

Real Writing by Graham Palmer Teacher’s notes Unit1 At a hotel Ask students about their experiences of staying in hotels Write on the board: What is important about a hotel for you? Ask students to rank these statements (i.e = most important, = not important): R: Thank you That’s all fine We’ll send you confirmation by post G: Thank you Goodbye R: Bye Focus on … capital letters It is comfortable It is clean It is cheap It is in a good location / place The staff are friendly Put students into pairs and ask them to compare their answers Feedback as a whole class Get ready to write • Ask the class to look at the picture Ask students, where is Xiaoping? What is he doing? Elicit hotel vocabulary, for example, to arrive, a guest etc and write it on the board • Tell students that Xiaoping wants to stay in a small hotel Ask students what questions the receptionist might ask him, for example, would you like a single or double room? Write suggestions on the board Ask students which room they think he wants and why Completing hotel forms Ask students to look at the form and the exercise in pairs 2–4 Ask students to the exercises Check answers Focus on … the alphabet You may want to remind students of the pronunciation of the letters of the alphabet by brainstorming this chart on the board /ei/ /i / /e/ /ai/ /au/ /u / /a / ahjk bcdegp t z (USA) flmnr x z (UK) iy o qw r Play the recording and ask students to complete the exercises 5–7 Get students to the exercises Get students to the exercises Check answers Then dictate the text below to students Check they have used capital letters correctly I would like to say what a wonderful time I had at your Rome hotel I stayed from Monday 21 March to 28 March I especially want to thank the manager Marco Andretti He helped me to arrange a very special celebration for my wife’s birthday Ask students to complete the registration form Tell students to use the information from the card to complete the payment information part of the form Check In pairs, ask students to swap their books and use the Check questions to check each other’s work and, if necessary, suggest improvements Extra practice Get students to visit a hotel website and download an enquiry form Alternatively photocopy the form below Get students to complete the form Castle View Guest House 16 High Street, Conwy, North Wales, LL32 86NN, UK Phone: +44(0)1492 591001 Fax: +44(0)1492 591002 Email: castleview@wales.com Booking Form Please use BLOCK CAPITALS Full name: Address: Class bonus For weaker students you may want to supply possible questions for the receptionist and responses for the guest Alternatively, use the model dialogue below (R = Receptionist G = Guest): R: Hello The George Guest House How can I help you? G: Oh, hello I’d like to make a reservation R: Fine Can I take your name please? G: ………… R: And your address? G: ………… R: And the telephone number? G: ………… R: What type of room would you like and when you want it? Guest: ………… R: Okay That will be a total of $150.00 How will you be paying? G: ………… Post code: Tel no: Number of guests: Type of room single / double / twin / family Age of children: Date of arrival: Date of departure: Method of payment Mastercard Visa Credit Card No Expiry Date: Delete as appropriate Cheque Tick Signature PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Graham Palmer Teacher’s notes Unit2 Post Get ready to write Put students in pairs for the listening activity, play the recording and ask students to briefly discuss the questions Check the answers as a whole class Write Post (USA: Mail) in the middle of the board as the central word for a spidergram Ask students for key vocabulary about post, e.g sign for something, etc and write this on the board Brainstorm other types of postal services that your students may use, e.g parcel post, airmail, etc For example: airmail parcel post Post (USA: Mail) Item next day delivery Refer students to the Did you know…? box on page 15 for more ideas and ask them to write the names of these services in their own language Completing post office forms 1–3 Students can these exercises in pairs or individually Check answers Ask students to the exercise While students are completing the exercise write the following information on the board: DC 20500 NW1 6XE London 1600 Pennsylvania Avenue 221b Baker Street i) President of USA, ……………, ii) Sherlock Holmes, ……………, Role cards Student A Part 1: You are the customer a) You want to send a watch to a friend Talk to the post office worker and complete the table below with the weight and cost b) You want to send a vase to your aunt Talk to the post office worker and complete the table below with the weight and cost ……………, ……………, Washington …………… …………… Ask students to complete these famous addresses with information from the box (You can also add to the box the address of someone famous in your country, and add their name as question iii This will highlight any differences in the ordering of addresses that you may have in your country.) Focus on … weight / Focus … on money Ask students to complete the exercises, playing the recordings where indicated Check answers For extra practise with writing down weights and values, put students in pairs Then tell each pair that one student is Student A and the other is B Give them a copy of the role cards and sample dialogue Check that students understand their role cards and explain that this role play is in two parts Ask them to role play Part and check their answers before role playing Part Dialogue Customer: Hello I’d like to send a parcel It’s a name of object (Customer gives the item to the post office worker.) Post office worker: Thank you I’ll need to weigh it for you That’s (weight) kilos, so that’ll cost (money) Customer: Here you are (Customer pays the post office worker.) Postal office worker: Thank you Customer: Thank you Bye Weight Cost A watch A vase Part 2: You are the post office worker a) The cooking pot weighs kg It costs £18.00 to post it b) The computer game weighs 0.3 kg It costs £4.35 to post it Student B Part 1: You are the post office worker a) The watch weighs 0.1 kg It costs £2.15 to post it b) The vase weighs 1.2 kg It costs £10.50 to post it Part 2: You are the customer a) You want to send a cooking pot to your brother Talk to the post office worker and complete the table below with the weight and cost b) You want to send a computer game to a friend Talk to the post office worker and complete the table below with the weight and cost Item Weight Cost A cooking pot A computer game 5–9 Students can these exercises in pairs or individually Check answers Note that a commercial sample, is an example of a company’s work, i.e a printed t-shirt, that the company gives you for free to encourage you to buy more 10 Ask students to complete the form Learning tip Put students into small groups and give them three minutes to find as many double letter words as they can in a dictionary They must be words that they understand At the end feedback all the words they found onto the board Tell students that they are going to group the words with a similar meaning Ask one student at a time to come up to the board, rub out a word and then rewrite it next to a similar word, e.g address + street After most of the words have been grouped, rub out those that not fit into any group Give the class a group of no more than ten words to learn in this way for homework Test them in the next lesson! PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Graham Palmer Teacher’s notes Unit3 At the bank Get ready to write Before students this exercise, you can introduce the topic by emptying out your wallet and eliciting the vocabulary for the different types of money that you carry, e.g coins, notes / bills, credit cards, cash / debit cards, etc Ask if people have bank accounts and what they were asked by the bank when they opened them Write these jumbled questions on the board: 1) email address / your / what’s / ? (What’s your email address?) 2) born / when / you / were / ? (When were you born?) 3) phone number / what’s / your / ? (What’s your phone number?) 4) you / are / married / ? (Are you married?) 5) come / where / you / / from / ? (Where you come from?) Ask students to unjumble the questions Then in pairs, get them to ask and answer the questions they have written In pairs, ask students to discuss and complete the exercises When students have put the questions into the different categories in the table, e.g Employment information, Contact information, etc brainstorm other questions that might be asked in each section of the form, for example, your nationality, employer’s name, etc Completing bank forms 1–4 These exercises can be done in pairs Encourage students not to worry about unfamiliar vocabulary and to guess the meaning of words they are unsure of from the context After a few minutes ask students to compare their answers in small groups and then ask them to feedback their answers onto the board Deal with any vocabulary that students are still uncertain of, e.g widowed, tenant, mortgage, etc This exercise can be done in pairs Did you know … ? Before students look at this, refer students to question of the form and elicit why John Davidson has ticked the box marked Other Ask students to look at the information in Did you know …? For extra practise with forms that ask you to make a choice, copy these questions onto the board and ask students to complete them First language (tick one): Japanese French Portuguese Mandarin Other (please specify)…… Favourite sport (tick one): None Football Basketball Tennis Other (please specify)…… Favourite pet (tick one): No pet Dog Cat Rabbit Other (please specify)…… Ask the class to feedback their answers, write them on the board and work out the class’s top three sports and pets Ask students to complete the exercise in pairs or individually You may want to highlight any changes in stress and drill the stress patterns: Britain / British China / Chinese Russia / Russian Turkey / Turkish Japan / Japanese Mexico / Mexican You may also want to add the nationality / nationalities of your own students to the exercise This exercise can be done in pairs Check answers Focus on … email addresses Ask students to complete the exercises, playing the recordings where indicated, then put them in small groups Ask them to each dictate their email address and then check that the others in the group have written it down correctly Monitor the exercise, and if people have written anything incorrectly suggest remedial strategies to the speaker, e.g speaking slower and using pauses Alternatively, ask each student to write down five email addresses (they can make them up if they can not remember real addresses) Put the students in pairs and ask them to dictate the addresses to their partner and then check that their partner has written them down correctly Ask students to complete the application form in sections a–d and then use the Check questions to check their work Next put them into groups of three and get them to swap their books with another group Explain that the bank has a platinum account which only the best customers can open Tell them they must read the forms from the other group and choose one person who they will offer the platinum account to When they have decided, they should explain to the other group why they have chosen that person, e.g they have lots of savings, they deposit lots of money in their bank account each month More activities Vocabulary Practice: For extra practise of vocabulary from this unit, copy these anagrams and explanations onto the board and ask students to unscramble them Do not write the answers (in brackets)! VASSING = Money you have in a bank (SAVINGS) TRERNUC SREADDS = Where you live now (CURRENT ADDRESS) MENARUS = Your last name (SURNAME) YEELMORP = The company you work for (EMPLOYER) MEEFLA = Not a man or boy (FEMALE) NOWER = Someone who owns something (OWNER) COUNTAC = You have one of these at a bank (ACCOUNT) TREN = Money that you pay to a person who owns your home (RENT) PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Graham Palmer Teacher’s notes Unit4 My name’s … Get ready to write Focus on … sentences Ask students what is happening in the pictures and if they have ever been involved in an exchange programme Ask students how they felt before they went and what they knew about the host family before they arrived Ask students to the exercises As a class brainstorm what information the guest and host should share with each other about themselves before they meet You may want to explain that when we read aloud a full stop is a longer pause (a place to breathe) We normally take breaths between logical chunks Reading their own writing aloud can sometimes help students find where sentence breaks should go Ask students to the exercises Check answers You could extend this activity by dividing the class in half Give the two groups different paragraphs to copy out from a coursebook Tell them not to include full stops and to change all the capital letters at the beginning of sentences into small letters When they have done this, put students into pairs: one student from each group Ask them to swap their hand written paragraphs and correct the paragraph they are given After a few minutes, ask them to check their corrected paragraph against the original in the coursebook An email introducing yourself Students can this exercise in pairs or individually Students can this exercise in pairs or individually When students have completed the exercise, ask them to look at the email and find the expression to look forward to something, e.g to anticipate something Highlight how the phrase is fixed and always has an object (something) Ask students to think about what they are going to over the next 12 months Brainstorm what things they are looking forward to, e.g holidays, and what they are not looking forward to, e.g exams Did you know…? After students have done Exercise 1, brainstorm a list of six famous people and write the names on the board Alternatively, use these: Gloria Estefan (female Cuban / American singer) Umberto Eco (male Italian writer) Nelson Mandella (male South African politician) Ichiyo Higuchi (female Japanese writer) Andy Warhol (male American artist) Tell students they have one minute to write these people’s names in two different ways, e.g Ms Gloria Estefan / Ms G Estefan, then check their answers Ask students to Exercise Check answers Students can this exercise in pairs or individually 4–6 Ask students to complete the exercises For Exercise 6, you may want to highlight these fixed prepositions: in English you always go to a place or event and listen to music When students have completed Exercise 6, you could ask them to find other students in the class who like doing similar things Alternatively, ask students to call out their favourite hobby, take a class vote and see which hobby is the most popular 7–9 Students can these exercises in pairs or individually Check answers Check Highlight how the check questions follow the same logic as the Learning tip Students should check for meaning, i.e that Lukas has all the information he needs, before checking the grammar Extra practice Before students complete the form, brainstorm what should be written in each space Ask students to complete the form Class bonus You can extend this activity by giving each of the emails a number before they are displayed Tell students they have five minutes to read as many emails as possible and write down who they think they are from After five minutes of looking at the displayed emails, put students into groups of three or more and tell them to compare their answers and add any that the other members of the group may have Then ask students to feedback their answers to the whole class The group with the highest number of correct answers is the winner PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Graham Palmer Teacher’s notes Unit5 Back at 6.00 Get ready to write B Adding notes to a calendar Tell students to look at the picture of the family but cover up the text In pairs, tell them they have one minute to guess how the people are related (i.e brother, mother, etc.) and what their hobbies are Then ask them to read the text to see if they were correct and the exercise Ask students to feedback their answers to the class As an introduction to this part of the unit, ask students whether they use a calendar or diary at home Feedback onto the board what type of things students write on their calendars and in their diaries, e.g birthdays, important events, things that have changed, etc A Leaving messages Students can this exercise individually or in pairs Introduce Section A by asking students these questions: When was the last time you left a message? Who was it to? What was it about? Why didn't you speak to the person? Was it long or short? Why? You could also write on the board a typical message that might be left in your house This will give you the opportunity to highlight any differences there may be between the way messages are written in English and your students’ own language It would also be useful to refer students to the Learning tip Ask students to Exercise 3a, then play the recording as many times as they need (as you would if it was an answering maching message!) and get students to complete Exercise 3b Check answers 1–2 Students can these exercises in pairs or individually Check answers Highlight the types of words that are generally omitted from notes, i.e do, subject pronouns, auxiliary verbs and nonessential prepositions Ask students to complete the exercise Before students this exercise, you may want to some work on prepositions of time, e.g before, after, at Ask students to read the messages on page 26 and circle before, after and at Elicit how at can refer to location (At the pool) or time (Back at 6.00) Ask students to look at Message a and answer these questions: Will Malcolm be at home before 6.00? (No); Will Malcolm be at home at 6.00? (Yes); Will Malcolm be at home after 6.00? (Yes, unless he goes out again!) Put students into small groups Ask each student to think of one activity they every Saturday or Sunday, e.g go shopping Ask them to tell the group the activity but not the time they it The other students in the group must find out the time by asking questions using before, after or at, e.g Do you go shopping before 1.00? The student should only answer Yes or No Ask students to complete the exercise Check answers After Exercise write these sentences on the board for students to shorten a) I’ll see you on Monday (Answer: See you Monday.) b) There’s choir practice tomorrow (Answer: Choir practice tomorrow.) c) Are you coming? (Answer: Coming?) d) I’m at Chris’s house (Answer: At Chris’s house.) Students can this exercise in pairs or individually Check answers Ask students to complete this exercise Feedback as a class Students can this exercise individually or in pairs After students have completed Exercise 4, highlight how the important information answers three different questions: Who? Where? and When? Explain that later they will add notes to the calendar about the party Ask them: What other information will you need to add? i.e the answer to What? A party Students can this exercise individually or in pairs Check answers Ask students to complete the exercise Extend Exercise by putting students into pairs and giving Student A in each pair a role card Student A You are the choir director Phone Helen and leave a message on the answer machine Explain that the choir practice on March 12 has been changed to March Explain that student A must use information from the role card and pretend that they are leaving a message on the answer machine Student B cannot ask any questions but can ask Student A to repeat / replay the message Student B should then change the calendar by adding or deleting information given by student A Give student B this role card: Student B You are the Judo teacher Phone Robbie and leave a message on the answer machine Explain that there will be no Judo on March Tell students to repeat the exercise, this time with student B leaving the message When both students have changed the calendar they should check the corrections with the Check questions 6–7 Students can these exercises in pairs or individually They can use the expressions from Exercise to help them Check answers PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Graham Palmer Teacher’s notes Unit6 Congratulations! Get ready to write B Thank you letters You could introduce this topic by bringing in a card that you received and elicit what it is, why it was sent and whether the occasion was happy or sad Draw a happy ☺ or sad face on the board to reinforce this Elicit the different occasions that students send cards in their countries, e.g New Year, Ramadan, baptisms, bar mitzvah’s, etc and what they normally write inside, for example, who the card is to, a small message and their name Ask the students to complete the exercise If you are teaching a multilingual class, put them into groups Ask them to discuss when they send cards When the students are looking at the illustrations encourage them to guess the meaning of new vocabulary, e.g congratulations Before students Exercises 1–3 you may want to remind them of the context Ask them to look at the picture of the birthday party and elicit or give the vocabulary, to pull a funny face and a video camera Give students one minute to read the thank you letter and decide which person in the picture is Stefano Feedback as a whole class A Messages in cards Before students Exercise 1, draw their attention to the faces you drew earlier on the board Explain that they must the same on the messages Ask students to complete the exercise Before students complete the exercise, write these phrases on the board: Best wishes … Good luck … Ask students to find the prepositions that follow each expression in their book, i.e Best wishes on / for, Good luck with / in As you feedback as a whole class, highlight how these expressions are fixed and not change Ask students to complete the exercise Check answers 3–4 Students can these exercises individually or in pairs Check answers Check In pairs, ask students to swap their cards and use the Check questions to check their partner’s card and, if necessary, suggest improvements 1–3 These exercises can be done in pairs or individually After students have completed Exercise 3, you may want to hightlight the position of the date on the page, the opening / closing remarks, i.e Dear Grandma / Lots of love, the main text and Stefano’s signature 4–5 Students can these exercises individually or in pairs Check answers Ask students to complete the exercise After students have completed the exercise you may want to reinforce the grammar by highlighting how the simple past, present continuous and going to future are constructed 7–10 Ask students to complete the exercises To extend these exercises ask students to write 2–3 more sentences using some of the adjectives from Exercise to describe the presents in Exercise 7, e.g The chocolates were really tasty 11 Ask students to write a letter for the present they chose in Exercise If necessary, remind students of the layout of letters, e.g position of the date, how to open / close the letter Check In pairs, ask students to swap their letters and use the Check questions to check their partner’s letter and, if necessary, suggest improvements Extra practice In groups of three or four, ask students to read the letters that the other members of the group have written, and decide as a group which present (out of the three or four) they would most like to have received More activities If you have access to the Internet, you could direct your students to an ecards website and ask them to research how many times the different fixed expressions are used in a particular type of card, e.g a birthday or get well card More activities If you have access to the Internet, you could direct your students in pairs to an online gift store and ask them to choose a present for their partner Afterwards, their partner should write them a thank you letter PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Graham Palmer Teacher’s notes Unit7 Let’s party! Get ready to write Extra Practice As a whole class, brainstorm some interesting places where students would like to have a party, e.g a zoo, a football stadium, a stately home / mansion, a museum, a park and a church Ask students to discuss the questions in pairs After two minutes, ask them to join together with another pair to compare their thoughts Ask students to write the invitation Alternatively, photocopy a map of your local area Give one copy to each student and ask them each to choose a location for the restaurant Then get them to write an email inviting their friends to the restaurant, giving them directions Ask students to swap their email with another student Tell students to read the email and mark the location of the restaurant with an X on the map Next, tell them to swap the emails back and check that the other student has marked the restaurant in the correct place If the X is in the wrong place, ask students to rewrite the directions to make them clearer A An invitation Before students look at the example you could brainstorm what information must be included in an invitation, for example, what the event is, who it is for, when it is and where it is 1–3 These exercises can be done in pairs Ask students to feedback to the class Tell students that the, who, what, where, when and why questions in the exercises are important as invitations are incomplete without the answers to these questions Did you know…? You may wish to highlight that these abbreviations can be used with or without full stops (i.e ASAP or A.S.A.P.) Also highlight that RSVP is used on its own but ASAP is used as part of a sentence 4–6 Ask students to the exercises Check answers Ask students to complete the exercise Then reinforce the grammar by highlighting how the present continuous is constructed and how it is used to describe arrangements for the future Focus on … directions These exercises can be done in pairs Ask students to complete Exercise For Exercise 2, brainstorm what additional information Isobel needs to give to make her directions clear Remind students how Stef, in his email, refers to nearby important buildings, e.g the Post Office and distances, e.g go straight on for about 500m, to help Isobel find the restaurant Ask students to complete Exercises and Check answers Tell students that for this exercise they are going to write the invitation to Isobel’s party for her Explain that they should use the plan in their book to help them If your class does not have access to computers to write the invitation, you may wish to give a template, similar to the one below, to your students From: Date: To: Subject: B A letter or email accepting or declining an invitation 1–3 These exercises can be done in pairs Ask students to feedback as a whole class Focus on … explaining why you cannot something Highlight that because comes before a reason Ask students to look at the examples in the box Elicit how because is followed by the present continuous (to be + verb-ing) to show that this is a fixed arrangement (You may want to refer students back to Section A, Exercise 7.) Ask students to complete the exercise Learning tip Ask students to think of a spelling they find difficult Then get them to think of a word with a similar spelling pattern, or a picture to help them remember Monitor this activity and feedback the best ideas onto the board to share with the rest of the class Week on week, you may also want to build up a noticeboard displaying the students’ best pictures / ideas for remembering difficult spellings 4–6 Ask students to complete the exercises Check In pairs, ask students to swap their emails and use the Check questions to check their partner’s email and, if necessary, suggest improvements Class bonus As this activity will involve the students moving around the classroom it will work best with classes of up to about 15 students For larger classes you may find it easier to divide them into two or more groups; in which case students should only read and respond to the emails from people in their group Alternatively, this activity can be done on a school’s computer network Students should be asked to email the other students in their group and respond by email PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Graham Palmer Teacher’s notes Unit8 Having a great time… Get ready to write Focus on … giving your opinion You could introduce this topic by bringing in a postcard that you have received and elicit what it is, why it was sent and where it came from Ask students whether they send postcards and if they do, who they send them to, and what they write about The listening exercise can be done as a whole class competition Put students into groups and tell them to work together and agree one answer for each piece of music After each piece of music, pause the CD and write the groups’ answers on the board but not confirm if they are correct or not At the end, give each group a mark out of five Tell the groups to decide which place they would like to visit Give them two minutes to talk about it before feeding back Ask students to the exercises Check answers You could expand on these exercises by focusing on famous places or people in your country and asking students to give their opinions, e.g Teacher writes / says: Stonehenge is a circle of stones in England Student adds: It is extremely old Teacher writes / says: David Bowie is a musician Student adds: His music is very interesting A postcard 1–3 These exercises can be done in pairs or small groups After Exercise 1, to help students understand the postcard, you may want to some additional work identifying what or who the pronouns refer to Write on the board: It They It We Ask students to find phrases in the card that these pronouns refer to Answers: the Puck Fair; friendly people (in Killorglin); the goat; Sue & Pete (the writers) NB We is often omitted It is only used in this sentence to avoid potential confusion with they (i.e the friendly people already mentioned) Ask students to complete Exercises and Check answers Learning tip Write these sentences on the board and ask students to shorten them a) I am really looking forward to visiting the Pyramids b) We shopped all yesterday c) Last night, we saw a belly dancer at the hotel She was great! Learning tip In groups, give students two minutes to come up with a memorable sentence for one of the words necessary, friend, science Ask students to feedback to the class and write their memorable sentences on the board Take a vote on which of the sentences for each word the class thinks is the most memorable 5–7 These exercises can be done in pairs or individually Check In pairs, ask students to swap their postcards and use the Check questions to check their partner’s postcard and, if necessary, suggest improvements Extra practice After students have completed their postcards, ask them to swap them Tell them to read the new postcard and tell the person who wrote it how much they think the writer enjoyed the holiday (i.e 25%, 50%, 75% or 100%) For further class practise, encourage students to send postcards (in English!) to the class when they go on holiday Answers: a) I am Really looking forward to visiting the Pyramids b) We Shopped all yesterday c) Last night, we saw a belly dancer at the hotel She was Great! Before students look at the letter, brainstorm how the postcard they have already looked at is different to a letter, e.g the postcard has no greeting, address or date, uses shortened sentences, gives news and does not ask any questions Ask students to this exercise in pairs Get students to feedback to the whole class and elicit why Sue and Pete have not included the details of their journey in their postcard (Answer: Because space is limited and it is not of interest to the reader) PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Graham Palmer Teacher’s notes Unit9 How are you? Get ready to write Ask students to look at the picture and feedback the answers to the questions as a whole class activity Ask students if they ever travel internationally on their own and if they do, where they stay, e.g hotels, friends’ houses, etc and how they keep in touch with their friends and family A personal letter You may want to refer the students to the Did you know…? box Brainstorm why Luis has chosen to write a letter rather than send an email or telephone his aunt, for example, his aunt may not have access to email or be confident about using it, or he might not know his aunt’s email address 1–3 These activities can be done in pairs or individually Check answers See Appendix on page 92 for more information about style Did you know…? Before students look at this box write these headings on the board: Greeting Beginning Ending Saying goodbye Ask students to find a phrase to go under each heading from the letter on page 42 Elicit any further examples they can think of to go under the headings before referring them to the Did you know…? box Focus on… paragraphs Ask students to complete the exercises Check answers For extra practise, photocopy the text below and give each student a copy C/O Mr & Mrs Spencer 215 East 86th Street New York NY 10028–1208 August Dear Aunt Isidro Guess what? I’m in the US! I can’t believe it…New York is wonderful and I’m staying for a whole two weeks studying English My host family is great so I should improve Sometimes they speak very fast but most of the time I understand them They’ve got a son called Marcus who’s crazy! He’s 17 and is a brilliant baseball player He’s taught me a lot already How are you? How’s your job going? Do you get much free time? After the course I plan to travel a little around the East Coast (especially Boston) I’d love to drop in on you if you’d like me to What you think? Write to me care of Mr and Mrs Spencer Hope to see you soon All the best Luis Ask students to close their books and in small groups or pairs, ask them to copy out the letter (above) adding line breaks and paragraphs Remind them that the address should not all be on one line, and that they should decide where the subject changes in the letter to find the paragraph breaks When students have finished ask them to open their books and compare the layout of their letter to the one in the book (NB There is more than one way to split this letter into paragraphs: different answers will lead to a useful discussion of what makes a paragraph) Focus on … writing addresses on envelopes Before students these exercises refer them back to the envelope that Luis addressed to his aunt Ask them to find these things: a) the street number; b) an abbreviation for the state of Massachusetts; c) a zip code (post code) Ask students to these exercises in pairs or individually After students have completed Exercise you could give them these famous addresses and ask them to write them like they would on an envelope a) Prime Minister of the UK 10 Downing Street London SW1A 2AA b) Sherlock Holmes 221b Baker Street London NW1 6XE 4–5 Ask students to complete these exercises After Exercise 5, you may want to brainstorm alternative ways of saying goodbye in informal letters, e.g Best wishes, Bye for now, etc Did you know…? Before students look at this box, elicit how addresses are written in your students’ country / countries Highlight any differences between the way students write addresses in their country / countries and the address formats for the US and the UK 6–8 Ask students to complete the exercises Check In pairs, ask students to swap their letters and use the Check questions to check their partner’s letter and, if necessary, suggest improvements PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Graham Palmer Teacher’s notes Unit10 Timetables Before you start this unit it may be useful to discuss your students’ timetable with them and what (if any) choices they made when selecting it Alternatively, ask if anyone has studied in an English-speaking country and what choices they had to make about their course, e.g special subjects, lectures, etc Alternatively, you could photocopy this crossword and use it as a warmer Crossword Answers: Lecture Teacher Class Subject Homework Test Clues A talk to a large group of students Someone who teaches A group of students A thing that you study, e.g Maths School or college work that you at home A class examination Get ready to write When students have had a chance to look at the picture in the book elicit what the four different people do: a) Lesley Smith is responsible for the academic programme and what happens in class; b) Barnie Peters is responsible for entertainment and social activities; c) Ulrike Orback is responsible for finding students places to live; and d) Mel Merino is responsible for teaching her own class Ask students to feedback who they think Monique should talk to as a whole class activity A Notes about classes The focus in this unit is on selecting and editing down information 1–3 Students can these exercises in pairs or individually Check answers 4–7 Students can these exercises in pairs or individually Check answers Once students have completed Exercise 7, elicit how crossing out unimportant words (editing down information) makes the information easier to remember Highlight how the most important words tend to be nouns Ask students to look at the list of lectures, elicit which ones Monique can attend Ask students to complete Monique’s timetable In pairs, ask students to swap their timetables and use the Check questions to check their partner’s timetable Extra practice Emphasize that this is an imaginary school and anything is possible! You may wish to give a template, similar to the one in Exercise 9, to each student When students have completed their timetables ask them to swap them with a partner Ask them to decide if they would like to attend the course outlined on the new timetable If anything is confusing, tell them to ask the writer for clarification The writer should then modify the timetable to make it easier to understand If your students have access to the Internet you could also ask them to visit www.educationuk.org for links to the websites of different language courses in the UK, and try to find a language course with a timetable that is similar to the one they wrote B Notes about assignments Brainstorm as a class what information Monique might want to find out from her teacher about the test Write students’ suggestions on the board 2–3 Play the recording Ask students if the teacher gives all the information Monique needs Play the recording again and ask students to correct the error in Monique’s notes Check answers 4–6 These exercises can be done in pairs or small groups Students should be encouraged to guess from their previous experience of homework and discuss their guesses Check answers Brainstorm as a class what questions students would want the teacher to answer Play the recording and ask students to take notes about the homework Ask students to circle what the notes are about, reminding them to look at Exercise again if necessary Get students to underline the title of the essay You could extend Exercise by setting your own homework in the same way and asking students to take notes in English In pairs, ask students to swap their notes and use the Check questions to check their partner’s notes and, if necessary, suggest improvements Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit2 Let’s keep in touch Get ready to write Learning tip Ask students to work through the first activity, and then conduct a class survey to find which is the most frequent method they use to keep in touch For the other two activities, students could work in pairs, or you could elicit answers from the whole class Model the correct pronunciation/intonation of anyway when it is used at the beginning of a sentence to signal a return to a previous subject For example: Look at examples Get students to repeat the sentences after you Draw students’ attention to questions a and b, then give them just a few minutes to look at the three examples before eliciting their ideas This is essentially a scanning activity, so limit the time to two or three minutes Write Before setting questions a–c, check that students understand the following words and phrases from the instructions: • formal / informal • colloquial vocabulary: you could elicit some more everyday examples: dosh (money) / fag (cigarette) / guy (person) / wicked (fantastic) / spud (potato) / bloke (man) / cop (policeman) • abbreviations Then ask students to discuss the answers in pairs Plan Ask students to read the information, then elicit examples of major changes in people’s lives and circumstances (going to university / getting married / starting a new job / moving house etc) • Anyway, what were you saying? • Anyway, we ought to make a decision now If this question is done in class, make it clear that students should keep to the suggested time limit of 15–20 minutes They will have a chance to check their accuracy later, but it is important at this level that they develop a high degree of fluency in their writing Check Ask students to work through the list of points to check their own writing Students could exchange emails and use the points in Exercise to check each other’s work Extra practice Before students this activity, ask the class as a whole what kinds of messages people leave on their phones (landlines or mobiles) Perhaps ask for the most unusual message students themselves have left on other people’s answerphones Ask students to spend at least five minutes on their paragraph plan, writing brief notes for each of the five suggested paragraphs Focus on … the language of informal emails You could this either before or after the planning stage Allow students time to read the information, then elicit any more acronyms students know in English These may be commonly used in emails and text messaging Discuss the idea of non-standard grammar You could point out that, although the examples are strictly speaking incorrect, they are all in common use among native speakers of English The point to make here is that these are all examples of informal language, and would be classed as errors if written in a formal letter in an exam Ask students to rewrite the two extracts, then ask for a few examples to be read aloud to the class Alternatively, you could ask students to show each other what they have written PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit3 Forms and more forms Get ready to write Class bonus • Ask students to tick the kinds of forms they have completed in the past Depending on their age, they may have no experience of completing some of the forms listed (e.g a tax return form), and these may need a brief explanation Students exchange completed forms and ask each other for more detailed information about the lost or stolen articles This could be done simply as a question and answer exercise, or as a role play in which students take the parts of the claimant and the insurance company employee You could suggest to the employee that they will be paid a bonus if they manage to prove that this is a dishonest claim • This question is intended to introduce the kind of language used on forms This could be done by students working individually, in pairs or as a whole class Look at examples Draw students’ attention to the two while-reading questions Explain that question b is asking students to think about the forms from which these extracts were taken What other information would people completing the forms have been asked to provide? Check students’ ideas before moving on Extra practice Ask students if similar organizations exist in their countries, and if they use them to get consumer advice This question gets students to look in more detail at the information provided by the people who filled in these forms and at the language of the forms They could work on this in pairs or small groups Focus on … language appropriate to forms Ask students to read the two extracts to themselves and then answer questions 1a–c Check the answers before asking students to rewrite the extract in They could this individually or with a partner Plan 3–4 Encourage students to spend sufficient time on these planning activities before starting to write You could spend a few minutes eliciting places they went on holiday / when they went / valuable articles they had with them Stress that this preparation time will make the writing stage more straightforward Write Before students start to write, ask them to read very quickly through the form and clarify any points of difficulty Draw their attention to the Learning tip and stress the need for precise information written in clear, accurate language Remind them to avoid using vague language which might be appropriate in informal conversation, but not on forms like this Get students to work individually to complete this exercise Check 6–7 Remind students that they should check very carefully that they have answered all the questions appropriately and fully PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit4 Dear Sir, Get ready to write Extra practice • Give students a few minutes to work through lists A and B individually Use the headlines on the page or provide a number of current newspaper articles for students to react and reply to • Ask them to work in pairs to discuss the differences between the types of writing in lists A and B, then get feedback from the whole class Extra practice Remind students that they can access English-language newspapers online Look at examples Draw attention to questions a and b, then ask students to read the two letters Check answers as a whole class Check that students understand the features of formal language listed, particularly uncontracted auxiliary verbs Provide examples if necessary: He is waiting (not He’s) / They will be here soon (not They’ll) / You would have thought (not You’d’ve) Ask students to this exercise individually Focus on … qualifying opinion expressions Before students work through these two activities, remind them that they should vary the language they use to express opinions It is very easy to repeat the same few expressions over and over again, but at this level they should be using a range of different forms Get students to discuss the answers in pairs Plan 4a–b Ask students to read the letter and decide whether they are basically in agreement with the writer or not When they have finished reading, give them a few minutes to note down the ideas they want to include in their replies Then ask students to compare their reactions in pairs or groups or as a whole class c Students should work alone to plan their paragraphs Write Before students start writing their first draft, draw their attention to the Learning tip, which reinforces the point made in Focus on Check 6–7 Students should work through this checklist individually, making any necessary changes or corrections to their writing Class bonus Ask students to exchange their letters If you ask them to write replies to each other’s letters, suggest a time limit of 10 minutes to encourage them to develop their fluency skills PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit5 It’s not good enough Get ready to write Check Before looking at these questions, ask students how usual it is in their country to complain about poor goods or services If you have a mixed nationality class there may well be a varied response to this question Students could work individually or in pairs through the two lists - goods and services complained about; and methods of complaint and the discussion points Round off this stage with a brief whole class discussion Ask students to work through the checklist and to improve and correct their first draft This activity could be done in class or as homework Remind students to refer to the sample letters of complaint and the useful formal language in Focus on Class bonus Suggest that students this additional activity for homework Look at examples Students read the three letters, relating them back to the first list in Get ready At this stage they should ignore the missing sentences This exercise requires students to read the letters more thoroughly to find the missing sentences These sentences include examples of formal language which students may be able to use in their own letters Check answers before moving on Ask students to answer the questions and then check answers Ask students to work individually or in pairs through this exercise, which highlights some of the formal language used in the complaint letters Check answers Did you know …? Ask students if they think the figures would be similar for their country Plan 5a Give students a minute or two to read the situation and then ask for their ideas about how they would feel if they were the passenger This is an important part of the letterplanning process b Remind students about the four-paragraph pattern of the example complaint letters and then ask them to plan their own letter based on the passenger’s situation Focus on … avoiding repetition This reminds students to use a variety of phrases and expressions and provides some useful alternatives Ask students to read the first part which is intended for reference Students should work through the second part individually before comparing their alternatives in pairs or groups Elicit suggestions from the whole class, list these on the board and ask students to write any they not know in their notebooks Write Check that students understand the instructions, and then set the writing exercise PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit6 This is my life Get ready to write Check Students may be more familiar with the American English term résumé, so point out that a CV (pronounced see-vee) is the British English term Ask students to work through these tasks individually or in pairs, then elicit their answers and conduct a brief class discussion about any interesting points that arise 8–9 Get students to work through the points individually Stress the importance of checking the accuracy of information on a CV Look at examples Students not need to read through the whole CV to answer this question Ask them to glance at the section headings to get an impression of the CV as a whole Check answers Check that students understand what is meant by the ‘writer’s commentary’, then allow them enough time to read the detailed CV thoroughly and answer the questions Class bonus Students work in pairs In addition to reading what their partner has written, students could role play a job interview based on the CVs and covering letters Clearly, this activity will take some time Allow enough time for students to read each other’s documents, prepare their roles and conduct the interviews Extra practice This authentic activity relates the writing students have done in class to the real-life job application process This exercise could be set as homework Ask students to read the covering letter and elicit their suggestions for what it adds to the formal CV Covering letters will vary depending on the job the applicant is applying for, whereas the CV itself will probably remain largely the same Did you know …? If you have students from different countries, ask them to show the class how they would normally write their postal address Plan 5–6 Get students to complete these exercises individually and then swap their notes with a partner so that the partner can check for any missing information Stress the importance of this preparation/planning stage Many students will have written a CV but perhaps in a different format Remind them that they should decide on the most appropriate order for the information they are going to include Focus on … reducing full sentences to notes Point out the need for economy of language, and then ask students to work through the sentences individually or in pairs Write Decide in advance how much of this substantial writing exercise students should in class and how much for homework Get students to answer question a Tell students they can write their CVs as if they are fully qualified for this position (even if they are not), but stress the importance of honesty when writing a real CV They should write their CV first, and then write a covering letter specifically related to how well they are suited to the job described in the advert PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit7 Private and confidential Get ready to write Check Before students begin, make sure they understand the meaning of job reference Ask students to work through the exercises individually or in pairs, then check their answers and ideas 5–6 Students may check their own or each other’s references Did you know …? Ask students how the UK situation compares with the situation in their country This may lead to a discussion about the ethics of reference writing Should people who are the subject of a reference be entitled to read the reference? Is is fair to include negative comments in a reference? Look at examples 1–2 This section presents the two most common forms of reference: the letter and the proforma Ask students to read the examples, identify the differences, and then answer questions 2a–e Check answers, making sure you ask for examples of specific language Class bonus If you decide to ask students to role play an interview related to the written references, it is important that both students are familiar with the contents of the references After doing the role play, students may want to make improvements or corrections to their references Extra practice This provides students with an opportunity to complete a proforma reference It will be more interesting and useful if students choose to write about a different person from the subject of their letter reference, but if time is short suggest they write about the same person Focus on … formal language in relative clauses Students are likely to be more familiar with informal relative clauses, but practising using prepositions in relative clauses will be useful in preparing students for exams or other situations where they will be expected to write formal English Ask them to work through the three exercises individually or in pairs, then check their answers and clarify any points of difficulty Plan Ask students to work through this preparatory stage individually When they write, they will be producing a letter reference rather than completing a proforma, so they will not need to use headings They will, however, need to include information on all the areas in 3a Learning tip Ask students to read through this, and then discuss any points that arise The last point, Impression, is worth a brief discussion; students may find it difficult to know what impression their writing gives You may wish to return to this point when students have written their first drafts, and use their writing to provide examples of positive, negative and neutral writing Write Ask students to write their reference, either in class or for homework PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit8 According to our survey Get ready to write Class bonus Students could work in pairs through this section which introduces the kinds of questions and language used in surveys Before asking them to work through the exercises, remind students to look out for key words and expressions which will help to identify the kind of companies involved For example, in question a, the key expression is punctuality of the service It clearly refers to transport of some kind As students will have written texts on the same subject, based on the same data, it will be useful for them to compare what they have written with each other Did you know …? Ask students to read this section about paid surveys, and then tell each other about any other internet scams (plans for making money illegally) they have come across Look at an example Extra practice This is a chance for students to be imaginative or creative Elicit a few example completions to sentence a, before asking students to continue working in pairs Check answers as a whole class Extra practice Students can work on this alone or in pairs If they choose an organization or service that the other students know, they could even carry out their own class survey Ask students to read the customer satisfaction survey and answer the questions individually Check answers to these questions and answer any queries students may have about the language of the report, though you may wish to defer any questions about reduced relative clauses to the Focus on section 2–4 Set and then check these questions, which students could be asked to work through in pairs Focus on … reduced relative clauses The term reduced relative clause has been chosen in preference to participle clause because it is relatively self-explanatory and because participle clause covers a wider range of structures than is dealt with here Ask students to read through the opening paragraph of information about reduced relative clauses, and check their understanding They should then work individually through the two exercises Check answers, and remind students that they will find reduced relative clauses useful when they come to write their own survey reports Plan Get students to work through the exercise alone or in pairs This part of the planning stage helps students to become familiar with the information contained in the table Write Before setting this Exercise, check that students understand the advice given in the Learning tip Students should write their reports individually, taking into account points a–d listed here Check 7–8 Students could write their reports for homework and then check what they have written in class PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit9 The product for you Get ready to write Class bonus • Students could work through these activities in pairs or small groups, or you could them as a class If you this, spend a few minutes looking at the photographs of the products and discuss how useful or not they are Set up this group presentation task, and allow students a few minutes to prepare what they are going to say Students should listen for any differences between their classmates‘ presentations and those they heard on the recording • Ask students to think about additional information they would like to find out about each product in preparation for the listening stage which follows Look at an example Ask students to read the sample notes and match them with one of the products illustrated You may need to clarify the meaning of stock demonstration models (the model in the presentation is for demonstration only and is not for sale) Extra practice If students prefer, they could choose a different product to those illustrated here; they may even be imaginary gadgets rather than real ones If time allows, ask one or two students to give their presentations to the class Ask students to work through questions a-c in pairs, then get feedback Explain that you are going to play a recording of the product presentation so that students can complete the notes Play the recording again if necessary Did you know …? Ask students to read this short text and discuss whether the results of the survey quoted match their own experience Plan Get students to make a note-taking framework like the one on the previous page They should bear in mind the questions listed, but not feel limited by them Write In order to make the activity as authentic as possible, start by saying that you will play the recording only once Play the recording and get students to complete their frameworks Check If students have not managed to note down all the information they were listening for, explain that, luckily, you have made a recording of the presentation so they can hear it again Allow students a minute or two to check through their notes before replaying the recording Students should imagine what they would say if they were giving a presentation from the notes they have taken This will clarify what information, if any, is missing Focus on … noun phrases It will be useful for students to work through this language section before they write their notes Point out that noun phrases are useful when time and space are limited If time allows, hand out an authentic text and ask students to highlight any compound nouns in it PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit10 I’ll email you Get ready to write Write These two introductory activities could be done as whole class activities or by students working in pairs Ask students to read through the list of features of effective emails before they write their own emails • In the first exercise, make sure students realize that the problems listed relate to the sending and receiving of emails in the workplace If students work in pairs, check their ideas in a brief feedback session • When students are working through the second exercise, elicit the reasons why they would delete certain emails You could also ask them to talk about their own experiences of email both in the workplace and beyond Did you know …? When students have read this information, ask if they ever respond to spam email Since emails are often written very quickly, limit the time students have to write their two emails to four or five minutes each Focus on … short simple sentences You may wish to this section before the students write the emails Read through the two pairs of shorter and longer examples, then ask students to rewrite/reduce the three long sentences Students could work individually or in pairs on this task Check answers individually, as there will be a wide variation in how sentences have been rewritten Check Look at examples 1–2 Ask students to read the sample emails and work through the two questions individually or in pairs 6–7 Get students to check their own emails They could also check their partner’s emails, make corrections and suggest improvements before final versions are written Again, stress that these are work emails and not the kind that people would send to their family or friends Learning tip When checking their suggestions for which words could be omitted from the emails, point out that some sentences would have to be restructured The key point to emphasize here is that abbreviations and acronyms should only be used by the writer if they are sure that the recipient will understand them and not be offended There is no single correct way of writing work emails, but in general they tend to be concise and to the point The politeness that characterises more conventional letter-writing is regarded as unnecessary when we write emails, though some people may find very direct emails impolite or even rude Plan Allow students a minute or two to make notes in response to the points in this email, but not check their ideas at this stage Extra practice and The first exercise involves students rewriting a letter as a concise email, whereas the second exercise asks them to the opposite You could ask students to choose one of the Extra practice tasks for homework Check individual rewritings, as there are no right or wrong answers here Play the recording once or twice to allow students time to make the necessary notes about the conversation Note that this is not an answerphone message, but a conversation in which the students could have taken part Class bonus This allows students to discuss the notes they have made in preparing for the two emails they are going to write Having compared notes, they could discuss the most important information to include when they write their emails If they wish, they could check that they have not missed anything important by looking at the audioscript on page 93 PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit11 This is the course for me Get ready to write Plan • Before students work through this introductory activity, check that they understand the idea of a personal statement If they are not familiar with the idea, simply say that a personal statement often accompanies a formal application Further details are given in the ten tips Get students to read the instructions and check they understand that they are being asked to choose one of the degree courses You could suggest they choose the one they can write most persuasively about Play the CD • Allow students time to fill the gaps and to discuss the most important tips with a partner • Check their answers and ideas Is there a class consensus on the most important tip? Allow students time to make a paragraph plan for their statement The content should be based on the notes they have just made, and the structure and style should be based on the advice given in the ten tips Look at an example Write Ask students to read the sample personal statement quickly and find the answers to questions a–c Point out that students will have a chance to make corrections and suggest improvements at the next stage The writing itself is best done for homework, especially if students have spent a considerable amount of time on the planning stages Remind them to refer to their own notes as well as the corrected/improved sample when they write their statements Play the CD again and get students to complete the table Did you know …? Allow students time to read through the list of countries and percentages If their country is not listed, ask them if they know what percentage of young people from their country enter higher education Make sure everyone understands that higher education means university or post-18 education [Figures for the UK and the USA for the same year were 45% and 42% respectively.] If there is time and student interest, you could have a brief class discussion about why it is considered a good thing for a high proportion of students to enter higher education Who benefits most: individual students or their country? Suggest that students work in pairs through this analysis stage Remind them to check the tips in Get ready from time to time Discuss the answers to questions a–e as a whole class This could be a whole class or individual activity As each error is identified, write the correct version on the board so that students can amend the personal statement in their books Check 8–9 Ask students to work systematically through the checklist of points here as they write a final improved version of their statement Extra practice This is useful practice in improving and correcting a first draft paragraph This could be done by students working in pairs before comparing their ideas as a class Learning tip Refer students to this before they start writing Ask them to read this advice then discuss their reactions to it Make it clear that they need to sound confident and enthusiastic without sounding arrogant and insincere The three example expressions are good middle-of-the-road examples to follow Focus on … writing complex sentences Read the information with the class and make sure students understand how complex sentences can be structured Ask them to the first exercise individually or in pairs, and then elicit their answers Students should work through Exercise individually as there are several ways of linking the short sentences (Students’ rewritings are probably also best marked individually.) Class bonus This suggestion gives students the opportunity to compare how they have rewritten the three extracts Remind students that there are several equally effective ways of rewriting the groups of sentences If you decide to ask students to the second activity suggested here, make sure you allow them enough time to discuss the various rewriting options PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit12 Listen and take note! Get ready to write Did you know …? Ask students to work through these two introductory activities individually before comparing answers with a partner Check answers as a whole class Ask students to read the information about speed writing, and then ask them if they have any special ways of writing quickly Play the first part of the recording During this part, students listen for clues about the structure of the talk The whole talk will examine the eight factors which affect people’s happiness (This is mentioned by the speaker early in the talk.) The rest of the first part of the talk considers the first two factors If students have picked up on these clues, they will expect to hear about the remaining six factors as they listen to Parts and Look at an example This activity introduces students to one kind of note writing Discuss questions a and b as a whole class so you can deal with any questions students might have about this style of note-making To enable students to answer question c, play the recording again This will also allow them to match the notes to what the speaker says This section prepares students for the final part of the Happiness talk by introducing a new note-making framework The example in the book is completed for Part of the talk which students have already worked on Ask students to listen to Part of the talk and complete the framework with their notes (If there is insufficient space here, ask them to write a framework in their notebooks.) Focus on … selecting and noting key words and paraphrasing Work through the introductory notes and examples with the class, then ask students to work individually or in pairs through tasks 1–3 Learning tip This introduces another way of summarizing ideas in a visual form Students could summarize the whole talk using a mind map Class bonus Plan 3–4 Ask students to discuss these questions in pairs then get them to share their ideas with the class Do all students rank the note-making skills in the same order? Students should work in small groups to discuss the ideas You could control the pace of the discussion by writing the statements one by one on the board rather than having the students work from the book This question helps students to prepare for the next stage of the listening They could discuss a possible framework for their next set of notes, or, alternatively, you could elicit their suggestions for numbers, letters, headings etc and write them on the board Extra practice Write This activity uses the same note-making framework as students used in Exercise 9, but about a new topic Play the CD again if necessary Play Part of the talk without pauses Students make notes using their prepared framework If they find the talk difficult to follow, play the recording again to allow them to complete their notes Check Ask students to this checking exercise individually or in pairs Point out that they can make a final check by looking at the audioscript on pages 93–4 This activity is best done by students working individually in their own time Extra practice More activities After the Class bonus, students could choose one of the note taking techniques and make notes on one of the discussion topics Get students to rewrite their notes as necessary PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit13 Today’s seminar Get ready to write Write Get students to match the definitions of handout, presentation and seminar Ask students to work on the second and third exercises individually, then compare answers in pairs Check answers as a whole class to make sure that students have a clear idea about the skills being practised in this unit 8–9 Students write their set of prompt cards and the accompanying handout following the list of suggestions These are best done as individual activities, possibly for homework Look at an example 10–13 Suggest that students these activities in class in pairs This will give you a chance to look briefly at what they have written The illustration gives students an idea of the topic of this unit: the depiction of men in TV advertising If you have recently completed Unit 12 (about making notes on a talk), start by pointing out that the notes they will be reading or making here are related to presentations, to help speakers remember to include certain points You could also point out that individual cards, like those on page 61, are frequently used by speakers giving presentations Ask students to read and order the cards individually before comparing their order in pairs Play the recording once only, to enable students to check the order they have predicted Ask students to answer these questions in pairs before discussing the points with the class Check Extra practice These two tasks give students another opportunity to produce a prompt card and a related handout More activities If students have spent time and effort to come up with interesting ideas for their presentations, you might decide to set aside another lesson for some or all students to give their presentations, with handouts, to the class Ask students to work on this exercise individually, choosing one of the suggested topics for their presentation Class bonus If you choose to this activity, set a time limit of one or two minutes for each student’s mini presentation This section introduces students to a handout that might have accompanied the talk they listened to Ask them to read the notes and think about the similarities and differences between the handout and the prompt cards on the previous page Elicit ideas from the class Did you know …? This background information about TV advertising indicates the importance attached to TV advertising in the US Ask students to compare this to the situation in their home countries Focus on … omitting unnecessary words Ask students to work through this section before they produce their prompt cards Suggest that they work on the short extract in pairs Plan Encourage students to choose the subject they can say most about Unless you can allow them time to research their subject (out of class), explain that you not expect detailed factual information on their subjects This is essentially a thinking task prior to students producing their prompt cards Allow five minutes for them to write their notes PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit14 To sum up Get ready to write Write Give students a minute or two to re-order the words to make a definition of summary, and then write the correct version on the board Ask students to work through the second and third tasks individually or in pairs Check their ideas about which items on the list could be described as summaries, then ask for students’ own recent experiences of reading or writing summaries Ask students to write their summaries using their paraphrases as well as pronouns and other reference words where possible Again, this is best done as an individual activity Monitor, giving advice and help where necessary Check Did you know …? 8–9 Ask students to work through the checklist as they prepare to write their final version of their summaries This short text gives background information related to DNA - the theme of the text which follows Extra practice Look at an example Ask students to look at the three possible titles, then to read the text and choose the best title This is a quick gist-reading exercise, so not give students enough time to check the meanings of all the words they not know Ask students to read the text, distinguishing between key facts and unnecessary details The example of the first paragraph clarifies what they have to Students should work individually in the first instance, then compare what they have highlighted and bracketed with a partner Students may find it difficult to understand parts of this text, so be prepared to answer their questions Ask students to read the summary of the text then discuss questions a and b in pairs The first activity involves reducing the summary of the Jurassic beaver text by a further 10–20 words Point out to students that they may have to more paraphrasing to achieve these additional cuts Extra practice The second activity is based on a new text (about American crayfish) which students have to reduce by half This is probably best done as homework Class bonus This suggestion could be related to the beaver and/or the crayfish texts The competition suggestion might work well with students working in pairs This task draws attention to ways in which original phrases have been paraphrased and shortened in the summary Focus on … this, that, they, them and it This may be the best time to draw attention to the ways in which pronouns and other reference words can be used in summaries to avoid repetition while maintaining cohesion Ask students to work in pairs through the questions Plan Explain the exercise to students, and then ask them to work individually through this scientific text, distinguishing between key facts and unnecessary detail As before, they could compare what they have highlighted and bracketed in pairs Students could this paraphrasing exercise in pairs Be prepared to give assistance if necessary PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit15 In my view Get ready to write Write The first two questions could be discussed as a whole class Students could then be asked to work on the ranking activity individually, before comparing ideas in pairs Writing the first draft is best done as a homework activity Draw attention to the Learning tip, and remind students that they should write 200–220 words Look at an example Check Ask students to read the two essay titles and decide which they would answer Ask how many students would choose each essay, asking for reasons Ask students to work through the points If this activity is done in class, monitor the checking process and give help and advice as necessary Draw students’ attention to the final question in each title These are typical questions used in discursive essay titles Ask students to read the first paragraph of the example essay and say which title it relates to Keywords include: stress, jobs, family commitments Ask students to read the rest of the essay and then work with a partner to write a sentence summarizing the writer’s opinion These exercises focus attention on the structure of the essay and some of the functional language used in it Students could work individually or in pairs through a–c Round off this stage by checking students’ answers as a whole class Writing the final draft could also be done as a homework activity Extra practice Both of these exercises will take a considerable time and should be seen as out-of-class activities If time is short, suggest that students choose the task they would find most useful Extra practice Students can work through these exercises individually in class and then check answers with a partner Plan Ask students to read the instructions for this task, and then play the CD Elicit students’ initial reactions and views on climate change and, if there is sufficient interest, hold a brief class discussion on the subject The recording raises the issue and points out that there are conflicting views on the causes of climate change It will be up to students themselves to come up with relevant arguments and opinions A discussion at this stage will help provide students with ideas for their own essays Check that students understand the writing task, then ask them to start planning and preparing to write their essay Class bonus Get students to work individually and then swap sentences with a partner This is an extension of the Focus on task Focus on … punctuation – the use of commas You could ask students to work through this section as part of preparing to write their essay Alternatively you could leave it until the Check stage You may wish to guide the class through the exercises, checking that they understand each use of commas listed PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Simon Haines Teacher’s notes Unit16 According to statistics Get ready to write Extra practice You could these activities with the class, or ask students to work in pairs It is important that students consider and compare the various ways of presenting detailed information This activity provides additional practice in writing sentences based on information presented in figures It could be done in class or as homework Look at an example Ask students to discuss questions a–c in pairs Students can work individually or in pairs Ask them if they know the rate for their country, if it is not included Ask students to work individually, and then get class feedback Plan You could introduce this activity with a brief focus on consumer durables How many of the items listed are commonly found in households in students’ countries? Questions a–c are designed to help students find their way around the bar chart Focus on … ways of referring to statistical trends and movements This section introduces students to some of the language they will find useful when they write reports Ask them to work through the exercise individually or in pairs, and then check their answers You could ask students to write sentences using the phrases Ask students to work through these planning stages individually Write Before setting the writing task, encourage students to look at the Learning tip Get students to write the report from their notes Remind them that they can use some of the language from the text in Exercise and from the Focus on section The writing itself is probably best done as a homework activity Check 7–8 Get students to check through the points and make any necessary changes If students check their writing in class, monitor what they are doing and be available to answer any questions they may have Class bonus This is essentially project work which could be spread over a number of lessons Stages and could be done in class, whereas the report writing itself could be done for homework The whole activity gives students a chance to work with information on a subject of their choice which interests them Students could also display their results as graphs or charts PHOTOCOPIABLE © Cambridge University Press 2008 [...].. .Real Writing 1 by Graham Palmer Teacher’s notes Unit11 Wanted Get ready to write Take a class vote to see which bicycle students would buy, elicit why Ask students where they could find advertisements for second-hand things Brainstorm a list on the board You may want to extend this activity by writing this table on the board New Second-hand 10 Ask... Focus on … linking ideas and thoughts Making a text coherent is a real challenge for many students Look at the examples as a whole class Students can also look back over a piece that they have written recently and try to improve its coherence 10 This could be done in pairs or individually PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing 2 by Graham Palmer Teacher’s notes Unit13 I’m going to... information 2 Get students to write the –ing form of these verbs: put, take, play, die, fax, picnic, agree, fly, stop, drive Check their answers by writing them on the board so that students can check their spellings PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing 3 by Roger Gower Teacher’s notes Unit4 Fill in this form, please Put students into pairs and get them to brainstorm the different kinds... to do the exercise Next refer them to the notes you have written on the board and brainstorm which activities the student should include in their diary PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing 1 by Graham Palmer Teacher’s notes Unit14 Out of the office Get ready to write If necessary, play the message twice Then feedback the answer as a whole class Ask the class to look at the pictures... Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing 1 by Graham Palmer Teacher’s notes Unit15 Can you help me? Get ready to write Discuss these questions as a whole class Ask students what they think Pete should do about his problem An informal... Check In pairs, ask students to swap their emails and use the Check questions to check their partner’s message and, if necessary, suggest improvements PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing 1 by Graham Palmer Teacher’s notes Unit16 I would be grateful if … Get ready to write Focus on… I, you, she, he, it, they Tell students to look at the picture and answer these questions: What... style is used in English, i.e to strangers and people who you do not know well 5–10 These exercises can be done in pairs or individually Check answers PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing 2 by Graham Palmer Teacher’s notes Unit1 Buy it online Get ready to write Do these activities as whole class or small group discussions Ask students to decide what kind of person would like... a s, b es, c i, d ve 11–12 Ask the students to swap their books and use the Check questions to check each other’s work and then feedback to each other PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing 2 by Graham Palmer Teacher’s notes Unit2 Book it online Get ready to write These exercises can be done in pairs or as a whole class activity The second exercise reinforces the Learning tip on... at 11.30 b) Soren arrived at the airport to check in two hours before his flight left c) Soren: I left Sweden on 13 September and travelled to London PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing 2 by Graham Palmer Teacher’s notes Unit3 Complete this, please! Get ready to write If your students have travelled to different countries, elicit a list of the documents they needed (e.g passports,... students to do this in pairs as the If…, statements are quite challenging Learning tip Write these boxes on the board: 1 2 3 University degree date address PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing 2 by Graham Palmer Teacher’s notes Unit4 I’ll be arriving on Friday Get ready to write If your students have access to the internet you could set this as homework prior to the lesson: Find out .. .Real Writing by Graham Palmer Teacher’s notes Unit2 Post Get ready to write Put students in pairs... way for homework Test them in the next lesson! PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Graham Palmer Teacher’s notes Unit3 At the bank Get ready to write Before students... you pay to a person who owns your home (RENT) PHOTOCOPIABLE © Cambridge University Press 2008 Real Writing by Graham Palmer Teacher’s notes Unit4 My name’s … Get ready to write Focus on … sentences