1 Classroom implementation The aim of Writing is to help students develop and improve their writing skills in a range of everyday, real-life contexts. The authentic task types give students real insight into how vocabulary, style, tone and even grammar change in different genres. Students are supported in enhancing their writing skills, enabling them to write confidently for different purposes and audiences. The book contains twenty units, divided into four sections. The four sections are: 1. How am I communicating? 2. How can I be an effective writer? 3. What tone should I use? 4. Who is my reader? The units in Writing have a broadly similar structure. Below are some suggestions as to how each of the unit features can be best used in the classroom. GETTING STARTED What is it? Each unit begins with some simple Getting started questions directed at the student. The aim of these is to involve the student personally in the topic and encourage them to think of how they might write in certain situations. Suggested implementation: 1. Ask students to bring an example of the type of writing to class. They can get these from the Internet or bring texts that belong to them. Students can share the texts and use them to study language, structure, tone etc. 2. After discussing in groups, students can think of two or three more questions that follow on naturally from the initial questions. Students can change groups and ask / answer both the original questions and the new questions. 3. Ask students to write their answers to one of the questions on a piece of paper. Collect these in and redistribute them. Can students guess who wrote what? 4. Write model answers (perhaps your own) on card and get the students to match them with the questions. LOOKING CLOSELY What is it? There are two Looking closely sections in each unit. These introduce a sample text or texts and ask questions covering general comprehension, tone, formality or other aspects of writing. Suggested implementation: 1. Clarify any cultural information, grammar or vocabulary in the text which your students might struggle with. 2. Ask students to identify the text type and to predict its contents by scanning one or more of these features: headings and bullet points topic sentences (i.e. the first sentence of each paragraph) illustrations, graphs, charts, photographs and captions. 3. Give students the topic of the text and ask them to write a short text containing the same information as the sample text. Afterwards, they can compare what is different about the sample text from their own in terms of tone, formality, etc. and identify phrases that they may find useful in future. LANGUAGE FOCUS What is it? There are two Language focus sections in each unit. Each one contains exercises which help students identify particularly useful phrases and vocabulary that they can incorporate into their own writing. Suggested implementation: 1. Direct students to the Collins COBUILD Intermediate Grammar and Practice book for further practice of the language point. 2. Tell students to create their own activity to practise the language, e.g. multiple choice, gapfill, matching exercise, which they can then give to another student to complete. 3. Ask students to write example sentences or short paragraphs using the new language, and to share these with the class. GET WRITING What is it? The Get writing section allows students to consolidate what they have learned from the Looking closely and Language focus sections by producing some pieces of writing on their own. Suggested implementation: These activities can be done in class or set as homework. USEFUL TIPS What are they? These boxes (e.g. page 11) give useful information about what to think about and include when completing writing tasks.
2 Suggested implementation: Before reading the Useful tips box, challenge students to come up with their own tips for different kinds of writing. Collate ideas and compare them with the Useful tips box. LANGUAGE NOTES What are they? These boxes (e.g. page 9) highlight what aspects of the language should be noted or avoided in writing tasks. Suggested implementation: Tell students to find examples of the target language in the sample texts. You will often be able to find exercises in the Collins COBUILD Intermediate Grammar and Practice to practise this language. NEXT STEPS What is it? These boxes give suggestions as to how students can continue their study of this style of writing. Many of these can be set as class or homework activities. Suggested implementation: If you have computers on your premises, many of these exercises can be done using them. This will give you a chance to look at students Internet search skills. Next steps can also be given as a homework task. You can ask students to feed back what they have found out in the form of: a brief chat to a partner about their findings a formal presentation a poster a short paragraph a longer article, review or essay. PLANNING A LESSON It is recommended with writing tasks that you do a prewriting activity, the main writing task and then finish with some post-writing analysis. Here are some ideas for each of these: Pre-writing Pre-writing exercises are always useful as they prepare the student to write, often making the task more achievable and boosting students confidence. Some suggested activities are as follows: 1. Tell students to identify a number of phrases from the sample texts to incorporate into their writing. 2. Discuss what the writing task asks for and remind students to ensure that all parts of the question are sufficiently covered in their answer. Ensure students are aware of what details (if any) they can make up. 3. Spend time discussing the structure of the work, for example how many paragraphs are necessary and what information each should contain. 4. Make up a plan of a sample answer, but cut it up into sections. Students work in pairs or groups to discuss the best order for the plan. They can use this plan to write up their own work. In later pieces of writing, they can use the plan as a template for what to include. Writing Depending on students learning styles, they may prefer to write alone or work co-operatively to create a piece of writing. Both have their advantages, so vary how you approach the task. 1. Writing alone Set a time limit and give students the chance to concentrate on their work without distractions. You can also set a task as homework, but that way you will not be able to control the time and level of concentration. You can vary the extent to which students may ask for help and use aids such as dictionaries and the Writing book. 2. Pair / Group writing Students work together to create a piece of writing. Use a felt pen and A3 / flipchart paper so that all students in the group can see and are involved. Encourage students to discuss what should be written before allowing the scribe to write, and to peer correct their writing. Post-writing The Next steps box at the end of each unit offers useful post-writing tasks. Additionally, the following tasks can be used in classes when: you have time to fill before the end of a lesson faster students are waiting for slower readers to complete the exercises you need to set a homework task. 1. After marking students written work, ask them to rewrite the texts in full, including all corrections. It will be useful for them to have a perfect piece of writing that they can refer to in the future. 2. Allow students to read each other s work. They can make a note of any phrases that are particularly effective and check that their partner has included everything that the task asks for. 3. Display students work around the classroom and give students time to walk around and read. Depending on the task, they could vote for the best piece of writing. 4. If you have a class blog or school magazine, students could publish their corrected work here.
3 Unit 1: Writing s SUMMARY You can use this summary to guide the learning objectives and target setting for your class. Can-do statements: By the end of this unit, students will be able to say: I can understand the difference between formal, semiformal and informal s. I can adjust my writing style according to the situation. I can use phrasal verbs appropriately. Skill focus Writing informal s: Part A 1 4, Part B 3, Get writing 1 3 Writing semi-formal s: Part B 1 2, Get writing 2 Writing formal s: Part A 3, Part B 2 3 Vocabulary Formal phrases: I would be grateful if..., I am writing to enquire about..., I am writing on behalf of..., Please do not hesitate to contact me if you have any further questions, With regard to..., I wonder if you could..., I trust this finds you well, Please accept my apologies. I look forward to hearing from you Informal phrases: I m off to..., dead handy, fancy...? awesome, bang in the middle of..., check out, do up, be put out Usage Phrasal verbs for informality CLASSROOM EXTENSION IDEAS You can use some or all of these ideas to check and enhance your students understanding as they work their way through Unit 1 of Writing B2+ Upper Intermediate in class. Using Getting started 1. Ask students to discuss the questions in pairs. Get one or two volunteers to tell the class about their partner. 2. Before the class, copy the photocopiable sheet samples. You will need just one copy for each group of six students. Cut out the samples along the dotted lines. In class, write the following questions on the board: a. Is the addressed to you personally, or is it a circular? b. What is the about? c. Is it formal or informal? d. Does it require a response? Put students into groups of six. Hand out one from the photocopiable sheet to each student and tell them they have 30 seconds to skim the . Then they must turn the upside down and note down the answers to the questions on the board. Give them two or three minutes to do this. Then tell them to repeat the activity with the other five s. Allow students to share their ideas with their group before feeding back ideas as a whole class. Ask students how carefully they would read each . (Answers: 1 circular, an anniversary celebration, semi-formal, response optional 2 personal, visit from sister, informal, response required 3 personal, a job offer, formal, response required 4 circular (spam), formal, no response required 5 personal, renewal of club membership, informal, no response required 6 personal, re-send document and arrange a lift, informal, response required) Using Looking closely 1. Ask students to complete Exercise 1. Remind them to look at the salutations and endings of the s to gauge how well the writers and recipients know each other. 2. While reading, ask students to make notes on what they learn about the people / places mentioned in each . (Answers: 1 Marta: friend of Katie, interested in visiting Spain; Katie: lives in Spain, will be visiting London for 6 weeks; Katie s flat: in the middle of town, convenient, recently done up; Barcelona: good public transport 2 Sara: lives in Edinburgh, interested in visiting Amsterdam, interested in art; Rik: lives in Amsterdam; interested in visiting Edinburgh; has a pet dog; Rik s flat: walking distance from shops and cafes; tram stop outside; in need of refurbishment; The Jordaan: beautiful part of Amsterdam) 3. Brainstorm some features of formal, informal and semiformal s. Then compare students ideas with the information in the Language note on page 9.
4 Using Language focus 1. Ask students to complete Exercise 1. Take a class vote on whether the s are formal, informal, or something in between. Discuss the words and phrases your students underline as a class. 2. Tell students to take three pages in their vocabulary books, and label them Formal s, Informal s and Semi-formal s. Ask students to find phrases from the sample s and write them on the appropriate page in their books. They can refer to Appendix 1 on page Complete Exercise 2. Ask students to write their own example sentences using the informal phrases. Discuss some ideas as a class. 4. Complete Exercise 3. Students can compare their sentences with a partner. For each one, ask them to check that their sentences are grammatically accurate and mean the same as the original sentence. 5. Tell students to act out a telephone conversation between Marta and Katie in which Katie invites Marta to stay at her flat. Before doing so, they should pick out at least five words or phrases from Katie s to use in the conversation. They can then alter and personalize the dialogue to make it true for them. 6. Complete Exercise 4 and check answers. Then students can act out a semi-formal telephone conversation in the same way as the one in Step As homework, students can either rewrite Marta s in a more formal tone or rewrite Rik s in a less formal tone. They should use phrases from the unit. Using the Language note 1. Keep a record of phrasal verbs that the class encounter. Students should write them on slips of paper with the meaning or a formal equivalent on the reverse side. These can be kept in a box in the classroom. When you have a few spare minutes at the end of a lesson, you can use these for quick pairwork activities, such as: One student reads the meaning / formal equivalent, the other tries to remember the phrasal verb. Students take turns to take a slip of paper and make a sentence using the phrasal verb. Students test each other with multiple choice questions, e.g. Student A: Which phrasal verb means refurbish: do up, do out or do away? Student B: Do up Students take five slips of paper from the box and use the phrasal verbs to create gapfill exercises to test their partner. 2. You can use the photocopiable sheet Phrasal verbs in informal s at this point. Before class, cut out all the sentences and pairs of phrasal verbs so that they are on separate slips of paper. In pairs, students match the sentences with the pairs of phrasal verbs. Then students take half of the sentences. They rewrite them, putting some phrasal verbs in the right place, and some in the wrong place. Students show their sentences to their partner, who says if the sentence is correct or not, and corrects it if necessary. Using Looking closely 1. Complete Exercise 1. Then brainstorm other types of s when a formal tone might be appropriate. (Suggested answer: business or other official correspondence) 2. Use this comprehension exercise to check understanding of the . Ask students to list what they learn in the about Dr Martin (Answer: Will deliver lectures and workshops at a summer school in July, is an expert in his / her subject) and Professor Cheng Li. (Answer: Works at a university, is Dr Martin s contact in case he needs further information) Using Language focus 1. Complete Exercise 1. Tell students to add these phrases to the pages they made in their vocabulary notebook. 2. Refer students to Appendix 1 on page 88. Tell them to find any other phrases which have the same function as the extracts in Exercise Students complete Exercise Discuss students answers for Exercise 2. Then ask students to rewrite Professor Cheng Li s as an informal or semi-formal as homework. Read out the Useful tips on page 11 and encourage students to incorporate these ideas into their Complete Exercise 3. You could play the following game. Put students into groups of four. Each student takes one question and copies it onto a slip of paper. They then write the answer on the back. Monitor to check that all students have the correct answers. Each student then tests the other students in their group by showing them the question, and checking they give the correct answer. 6. Write keywords from the and Exercises 1 3 on slips of paper, for example: further, wonder, regard, hesitate, grateful, enquire, behalf, delighted. A number of activities can be done with these: Students take turns to take a slip of paper. They must make a sentence using this word. Students take a slip of paper and keep it secret. They say a sentence (or read one from the book), leaving out the word on their slip of paper. Their partner must try to guess the missing word.
5 Using Get writing 1. Before starting these exercises, encourage students to look back over the unit, the phrases they have written in their vocabulary books and the Useful tips box for ideas on how best to write an informal Allow students to complete Exercise 1 alone. Set a time limit. After this, students can compare their s, sentence-by-sentence in small groups. Whose sounds most informal? Tell students to collate their ideas to create one informal . Encourage them to peercheck for accuracy. 3. There are a number of ways you can carry out Exercises 2 and 3: Put students into small groups. Tell students to write the first sentence of the . Then they should pass their paper on to the next student who reads the first student s sentence, corrects it if necessary and adds another sentence. They continue until the is complete. Ask two students to work together to write an , peer-checking for accuracy and appropriate tone. Set one or both exercises as a timed test. Write a very brief, inaccurate with an inappropriate tone yourself. Tell students to use your as a base and improve it. Optional extension work This activity uses all four skills: 1. Put students into pairs. Students take turns to interview each other about their homes and neighbourhoods. In particular, they should pay attention to what facilities are available for guests. They should make notes on their partner s answers. 2. Students then write an on their partner s behalf, inviting someone to stay. They should include details taken from their notes. 3. Partners exchange notes and check that the information in them is accurate. Using Next steps If students do not have any s in English, use the photocopiable sheet samples. Ask students to scan the s for useful phrases to add to their vocabulary books. You can bring in your own s too, if you have some you don t mind sharing.
6 PHOTOCOPIABLES samples 1 Dear Cardiff Geology graduates, We hope you will be able to join us for the 100 Years of Anniversary Celebrations July WE ARE NOW OPEN FOR BOOKINGS. A booking form and an updated programme for the weekend are attached to this . Timings of the different events are subject to final confirmation, but we don t expect them to change. We look forward to seeing you in July! With best wishes from the Geology staff 2 Hey Kathy, How are you doing? Well guess what!!!! I m doing a show in Bristol on St Patrick s weekend - Saturday 15th March that s the weekend we were gonna meet up anyway!!!!! So do you wanna come? It should be a great show with lots of dancing and Irish music, and is perfect for kids too. If we re lucky, I might be able to get some free tickets. We could invite Mum and Dad too, if you re happy to have them staying at your place. What do you say? Really hope you can come!!!! Lots of love Jess xxxxx 3 Dear Ms Harper, Thank you very much for coming in to our offices a few days ago to attend a job interview. We are pleased to tell you that we would like to offer you the job. We understand that you need to give your company one month s notice, so, with this in mind, can I suggest a start date of 5th April? If you would like to accept the job, we d appreciate it if you could sign the contract attached to this and return it within the next seven working days. Thank you once again, and we look forward to you joining us at Pebbles Inc. Best regards, Joanne Morton Human Resources 4 Dear friend, I know that this mail will come to you as a surprise. I am the bill and exchange manager at the National Bank. A customer died along with his next of kin in an air crash three years ago and since then, his estate, a sum of $22.5 million, has lain dormant in our bank. We want to release the money to you as the nearest person to our deceased customer and we need your urgent assistance in transferring the sum immediately to your account. Upon receipt of your full bank details including sort code, account number and PIN, I will release 40% of the above mentioned sum. Looking forward to your reply, Mr J Martin 5 Hi, Thanks for renewing your membership to the Adventure Sports Club. I have added you to our distribution list so we can keep you updated with details of upcoming events. Alternatively you can click on the Events List on the club website homepage to see what s coming up. This is a non-profit club and is entirely run by volunteers, so what you get out very much depends on what you put in. To get the most out of the club, come along to meetings, express what you want to do and take part! The events list tends to be based on what members at the meetings want to do, so if you want to do anything in particular, make sure you come along. If you have any questions please me. Otherwise I look forward to seeing you at an event soon. 6 Hey Jack, Can you send the Quality Control doc to me again? I seem to have deleted it from my inbox. On another note, do you think you could give me a lift to the station after work today and tomorrow? My car s at the garage. There s a train at 5.20, but I ll never make it if I walk and the next one isn t for nearly an hour after that. Would really appreciate it mate! Al Kindest Regards, Neil
7 PHOTOCOPIABLES Phrasal verbs in informal s Rewrite the extracts from s in a more informal way. Use the phrasal verbs in bold. 1. I m afraid I haven t been able to complete the report you requested because I ve had a number of other tasks to complete. get round to / tied up 2. I have noticed a few problems with your quality control report. Please would you come to my office at your earliest convenience so that I can review the correct procedure with you. drop by / go over 3. To be considered for the post, please submit your application form before 14 th April, otherwise your application will automatically be rejected. send in / turn down 4. I m sorry to disappoint you, but I won t be able to assist you in your project after all. let down / help out 5. Our supplies of photocopier ink are low. Could you order some more please? Try different stores for the lowest prices. run out of / shop around 6. At the meeting, Pam mentioned that the heating problem still hasn t been resolved. point out / sort out 7. The management have investigated the possibility of you moving from Human Resources to Finance, but due to staff shortages, we require you to remain in your current position for the time being. look into / stick to 8. James isn t available to assemble the equipment for the presentation. Would you be able to assemble it for us? set up / put together
8 PHOTOCOPIABLES Phrasal verbs in informal s Suggested answers 1. Sorry, I haven t got round to finishing off the report you asked for, because I ve been a bit tied up. 2. There are a few problems with your quality control report. Can you drop by some time, and I ll go over the correct procedure with you? 3. If you want to apply for the job, you need to send in your application form before 14 th April, otherwise you ll automatically be turned down. 4. I m sorry to let you down, but I can t help you out with your project after all. 5. We re running out of photocopier ink. Can you order some more please? Shop around for the lowest prices. 6. At the meeting, Pam pointed out that the heating problem still hasn t been sorted out. 7. We looked into the possibility of you moving from Human Resources to Finance, but we re short of staff at the moment, so could you stick to your current position for the time being? 8. James isn t free to set up the equipment for the presentation. Can you put it together for us please?
9 Unit 2: Writing letters SUMMARY You can use this summary to guide the learning objectives and target setting for your class. Can-do statements: By the end of this unit, students will be able to say: I can understand the difference in conventions between formal s and formal letters. I can use features such as the passive voice, intensifiers and preposition + -ing in formal writing. I can use a number of set phrases in formal letters. Skill focus Formal letter layout: Looking closely 1, 5 Formality in writing: Language focus, Vocabulary Formal letter phrases: I am writing with regard to..., should be addressed as a matter of urgency, As I am sure you will be aware..., I would like to request that..., Your prompt attention to this matter would be greatly appreciated, Yours sincerely, I am writing to inform you that..., I would like to thank you for..., Please accept my sincere thanks. Usage Using the passive voice Using intensifiers Using preposition + -ing Using set phrases. CLASSROOM EXTENSION IDEAS You can use some or all of these ideas to check and enhance your students understanding as they work their way through Unit 2 of Writing B2+ Upper Intermediate in class. Using Getting Started 1. Put students into pairs or groups to discuss the questions. 2. Brainstorm the formal letters that students have written recently, both in English and in their own language. Ask students how often they have to write formal letters and whether they find writing them easy or difficult. 3. If you are working through Writing B2+ Upper Intermediate in sequence, recap some features of formal s (see Unit 1), which are also applicable to formal letters. 4. Ask students to discuss the following question in pairs. To what extent will formal letter writing become obsolete now that correspondence is often done by ? Discuss some ideas as a class. Using Looking closely 1. Before reading, look at the layout of the letter. Ask students to create a plan of a formal letter, with boxes showing the correct positioning, alignment and punctuation of the following features: Sender s address (Answer: top right-hand corner, right aligned, no punctuation) Recipient s address (Answer: top left-hand corner but below sender s address, left aligned, no punctuation) Date (Answer: top-right hand corner below sender s address, right aligned, no punctuation) Salutation (Answer: Below recipient s address, leave a space above, left aligned, comma at end, no indent) Paragraphs (Answer: Below salutation, leave a space above, left aligned, no indent) Closing expression (Answer: Below paragraphs, leave a space above, left aligned, no indent, comma at end) Sender s signature (Answer: Below closing expression, leave a space above, left aligned, handwritten) Sender s name (Answer: Below signature, left aligned, typed, no punctuation) 2. Ask students to read the letter and discuss the answers to Exercise 1 with a partner. Check answers as a class. Note that answers may vary. Using Language focus 1. Before progressing, revise the form (form of be + past participle) and use of the passive voice. Tell students that we use the passive voice when the subject of the sentence is unknown, irrelevant or unimportant; to draw attention to the object, rather than the subject of the sentence; and to sound less direct. You could direct students to the Collins COBUILD Intermediate English Grammar and Practice for further practice of the structure. 2. Ask students to read the Language note and complete Exercises 2 and 3. Check answers as a class. 3. Present the features below and ask students to find examples of them in the letter. Subjunctive form a verb form that refers to a possibility rather than a fact. (I would like to request that this issue be addressed ) Nominalisation the use of a noun instead of a verb, in order to create a stronger sentence. (There has been an increasing number of road accidents...) Use of formal set phrases. (I am writing with regard to...)
10 4. Draw students attention to the set phrases that use as. (As a mother of two school-age children, as it stands, as a matter of urgency, As I am sure you will be aware ). Ask them to write four example sentences using the phrases with as. Ask students to compare their phrases with a partner and share some ideas in whole-class feedback. 5. Read out the Language note on Intensifiers. Ask students to complete Exercise Ask students which of the following adverbs can precede the adjective dangerous. very, absolutely, completely, utterly, extremely, really, totally (Answer: very, extremely, really) Ask students to complete Exercise 4. Optional extension work: Gradable and Nongradable adjectives 1. You can use the photocopiable worksheet Gradable and Non-gradable adjectives and their adverbs 1 in these ways. Make one copy of Gradable and Non-gradable adjectives and their adverbs 1 for each pair of students and cut along the dotted lines. Ask students to match the gradable adjectives with non-gradable adjectives with a similar meaning. (Answers: disappointed devastated; sad tragic; busy overwhelmed; pleased delighted; surprised stunned; necessary essential; shocked appalled; good fantastic; dangerous lethal; bad appalling; wrong unacceptable; dishonest unscrupulous; unnecessary pointless ) Play the Matching game in groups of four. Turn the slips of paper upside down. Students must find pairs of adjectives with a similar meaning by turning two slips of paper over. If the words match, they keep the slips and have another go. If the pairs do not match, they replace the slips of paper and the game continues with the next player. 2. You can use the worksheet Gradable and Non-gradable adjectives and their adverbs 2 in the following ways: Make one copy of Gradable and Non-gradable adjectives and their adverbs 2 for each pair of students and cut along the dotted lines. Ask students to put them into groups those that can be used with gradable adjectives, those that can be used with non-gradable adjectives and those that can be used with both. (Answers: Use with gradable adjectives: extremely, very, fairly, quite, rather, reasonably, a bit; Use with non-gradable adjectives: absolutely, totally, completely, utterly; Use with both: really) 3. You can use the photocopiable worksheet Adjective - Adverb collocations to demonstrate how some adverbs and adjectives often go together. Follow the instructions on the worksheet. Explain to students that there are some adverbs and adjectives that often go together (collocations). To practise such expressions, hand out the photocopiable sheet Adjective Adverb collocations. (Answers: 1 highly 2 blatantly 3 astronomically 4 heavily 5 deeply 6 widely 7 utterly 8 bitterly 9 perfectly 10 well 11 terribly 12 most) Students can test each other on the adverbs by saying a sentence and leaving a gap for their partner to fill. Using Looking closely 1. Ask students to discuss their answers to Question 1 in pairs or small groups. 2. Tell students to look for intensifiers in this and note them in their vocabulary books. (Answers: deeply; sincere) Using Language focus 1. Complete Exercise 1 as a class. 2. Ask students to rewrite the sentence beginning While being excited... in different ways using Although, Even though, but, however and even so. (Answers: Although / Even though I am excited about my move, I am deeply sorry to leave behind colleagues from whom I have learned so much. I am excited about my move, but I am deeply sorry to leave behind colleagues from whom I have learned so much. I am excited about my move. However / Even so, I am deeply sorry to leave behind colleagues from whom I have learned so much.) 3. Discuss the extent to which the two clauses are interchangeable by asking whether While being excited about my move, I am deeply sorry to leave behind colleagues has the same meaning as While being deeply sorry to leave behind colleagues, I am excited about my move. (Answer: Same meaning in general, but the second clause holds the new, interesting information, so the emphasis changes.) 4. Complete Exercise 2. Highlight that the emphasis in the rewritten sentences must be the same as the original sentences. Allow students to compare their ideas in pairs before checking answers as a class. They should pay attention not only to the verb form, but also to the order of the two clauses. 5. Complete Exercise 3. You can also ask students to underline fixed formal phrases from the letter on page 12. Encourage students to pick out phrases rather than individual words or full sentences. Tell students to use their underlined phrases to make their own sentences. For example: I would like to inform you that your order is ready to collect. 6. Complete Exercise 4 and check answers.
11 7. Students create their own spot the error questions on slips of paper by choosing sentences from the letter on page 14. They alter the sentence so that it contains an error. Distribute the slips of paper around the class. Students work in pairs to identify and correct the mistakes. 8. Ask students if they have ever written to a newspaper, and if so, what they wrote about. Tell them to read the letter in Exercise 5 and consider which pairs of sentences could be joined to create one sentence, and how best to do this. They can compare their answers in pairs. Using Get writing 1. Suggest to students that they write the letters in stages. In the first stage they decide the content of their letter: what information they will include and in what order. They should write up a rough version, without worrying too much about its level of formality. Then they can focus on incorporating features of formal writing into their letter such as: the passive voice nominalisation intensifiers / gradable and non-gradable adjectives and adverbs preposition + -ing fixed phrases. 2. You can approach the Get writing tasks in a number of ways: Write a very simple letter on the board, for example Thanks for showing me round Japan. Here s a present for you and some photos too. From Jo. Elicit ideas from the class as to how to make the letter more interesting and appropriate. Finally, students write a more detailed version of the letter. Make a copy of the photocopiable sheet Get writing example sentences for each pair of students. Cut out the sentences along the dotted lines and hand out the sentences to each pair. Ask students to decide which letter in Get writing the sentence best fits. Advise students that some sentences can fit into more than one letter. Check answers. Then students can choose one of the letters to write in full. (Suggested answers: Letter 1 We were delighted by ; I found my stay most enjoyable; I would like to compliment you on the...; In particular, I enjoyed...; Should you ever pay a visit to..., you are most welcome to...; As a token of my appreciation, I have enclosed...; I am most grateful to you for taking the time to...; Please pass on my thanks to...; I remember you saying how much you liked English tea, so... Letter 2 Your service was exemplary; I wondered whether you might be interested in seeing...; We were delighted by...; I found my stay most enjoyable; I would like to compliment you on the...; The staff were a credit to you; Please pass on my thanks to...; I would be honoured if you would add it your collection behind the reception desk. Letter 3 I ask that something is done to remedy the situation as soon as possible; I was shocked to find that...; Frankly, this is unacceptable; I trust that you will discuss this issue at the next committee meeting; It is the responsibility of... to...; I was totally appalled by...; This matter has gone on for long enough.) Using Next steps 1. If you have access to computers, you can do this part during class time. If not, you can set it as homework. You can find sample formal letters on a variety of topics on these websites: Copy and print a selection of letters. Hand out one letter to each student. Each student should highlight one example of formal writing. Encourage them to look for: the passive voice nominalisation intensifiers preposition + -ing patterns other formal fixed phrases. When they have highlighted something, they can pass on their letter to another student and take a new one. Continue until each letter has five annotations.
12 PHOTOCOPIABLES Gradable and non-gradable adjectives and their adverbs 1 disappointed devastated sad tragic busy overwhelmed pleased delighted surprised stunned necessary essential shocked appalled good fantastic dangerous lethal bad appalling wrong unacceptable dishonest unscrupulous unnecessary pointless
13 PHOTOCOPIABLES Gradable and non-gradable adjectives and their adverbs 2 really absolutely very extremely totally completely quite fairly rather reasonably utterly a bit
14 PHOTOCOPIABLES Adverb and adjective collocations Choose the correct adverb to complete the sentences. Use each adverb once only. 1. I think it s astronomically unlikely that Marta will get the job. 2. I think it s bitterly obvious why we can t make these changes. 3. House prices have become blatantly high recently. 4. The bus service is deeply subsidised by the government. 5. We were heavily saddened by the news. 6. It s highly believed that Francis Bacon contributed greatly to Shakespeare s plays. 7. The news was much devastating. 8. I was perfectly disappointed when I didn t get the job. 9. I think it s terribly clear why we can t buy more equipment. 10. I m utterly aware of the consequences of taking this action. 11. I m well sorry for the inconvenience. 12. Your help was widely appreciated.
15 PHOTOCOPIABLES Get writing example sentences I ask that something is done to remedy the situation as soon as possible. Your service was exemplary. I was shocked to find that I wondered whether you might be interested in seeing We were delighted by Frankly, this is unacceptable. I found my stay most enjoyable. I would like to compliment you on the In particular, I enjoyed I trust that you will discuss this issue at the next committee meeting. It is the responsibility of to Should you ever pay a visit to you are most welcome to As a token of my appreciation, I have enclosed The staff were a credit to you. I was totally appalled by... I am most grateful to you for taking the time to This matter has gone on for long enough. Please pass on my thanks to I would be honoured if you would add it your collection behind the reception desk. I remember you saying how much you liked English tea, so
16 Unit 3: Writing online (1) SUMMARY You can use this summary to guide the learning objectives and target setting for your class. Can-do statements: By the end of this unit, students will be able to say: I can identify the level of formality in an online forum. I can use hedging language to sound more polite. I can give my opinion in both a formal and informal way. Skill focus Informal writing: Looking closely 2, Language focus , Get writing 1 Formal writing: Looking closely 1 2, Get writing 2 Vocabulary Informal language: could do with, food for thought, pick up, skip Hedging language: seem to, tend to, could, may well Usage Using hedging language CLASSROOM EXTENSION IDEAS You can use some or all of these ideas to check and enhance your students understanding as they work their way through Unit 3 of Writing B2+ Upper Intermediate in class. Using Getting started 1. Put the class into groups or pairs to answer the questions. 2. Discuss the forums that students have used. Ask what sort of discussions students have been involved in and why they enjoy participating in forums. Ask students who do not currently use forums whether they have been inspired to participate more, and why / why not. Using Looking closely 1. Before reading, study the layout of the forum. Ask students to discuss these questions in groups: a. What is the topic of the forum? (Answer: travel) b. What type of people is the website aimed at? (Answer: people who are planning their travels) c. What are three topics that might be discussed on this forum? (Possible answer: where to go, what to visit, what to take) 2. Complete Question 1. Then ask students to read the text and identify: a. Nelly4 s advice (Answer: Visit more places in South America) b. FishMD s advice (Answer: Avoid New Zealand and spend more time in South America) 3. Ask students to discuss what they would advise Stefano to do. They should then write a short post (no more than two sentences) with their advice. Ask students to share their posts in small groups, and for each group to choose one piece of advice to share with the class. 4. Complete Exercise 2. Ask students to make a list of phrases and features that helped them decide that the text is informal. (Suggested answers: Hey guys, could do with, do 3 4 months in, use of capitals for emphasis (VERY), lack of capitals (i m), use of exclamation marks, use of phrasal verbs (picking up)) 5. Tell students to highlight the phrasal verbs in the texts and check understanding. (Answers: picking up a job (get a job), look at (investigate), factor in (include)) Using Language focus 1. Complete Question 1. Check understanding of the informal words and phrases by asking students to discuss the following questions in small groups: a. What could you do with right now? b. How can students in your city pick up a job? c. Has anyone given you a suggestion which you found food for thought? d. What happens at your school if you skip a class? Ask each group to feed back an answer to one of the questions. Students could write example sentences in their vocabulary notebooks using these phrases. 2. Complete Exercise 2 and ask students to read the Language note. There is a cultural note to tell students here too, i.e. that in the UK, sounding less sure of yourself, e,g. through using hedging language, is considered more polite. Ask students whether this is true in their own country or not and discuss other situations where hedging language might be appropriate. 3. Give each student a copy of the photocopiable sheet Hedging language. Ask them to complete Exercise 1 and compare their answers with a partner. (Suggested answers: 1 Wages in the north of the country are low. 2 Stay in New Zealand for a month. 3 The people in the south aren t as friendly as those in the north. 4 People are sportier in Australia than in Britain because the weather is better there. 5 Visiting the market is stressful for tourists because the stallholders pester them.)
17 Tell students to write the hedging language they identified in their notebooks, along with an example sentence of their own so that they know how it is used. (Answers: 1 tend to, a little, on the side 2 I suppose, you could, around, or so 3 On the whole, seem to me to be, a bit 4 be inclined to, a bit, may well, in general, tend to, somewhat 5 can be, rather, tend to, somewhat) 4. Ask students to complete Exercise 2 on the photocopiable sheet. Compare answers. Note that answers will vary. (Suggested answers: 1 Your travel plans seem to be a bit on the impractical side. 2 The hotel tends to be a bit noisy and it can be rather smelly. 3 Travelling by bus can be a bit uncomfortable because the seats tend to be somewhat small. 4 You may well find the ruins a bit disappointing because they can get rather crowded. 5 Personally, I wouldn t take children to Scotland in the summer, because it tends to rain.) 4. Complete Exercises 3 and 4 of Language focus and check answers as a class. 5. Tell students to look back at the reply they wrote to Stefano in Looking closely, Step 3. They should rewrite their post incorporating: hedging language phrasal verbs informal expressions informal punctuation Using Looking closely 1. Ask students to look at the forum on page 18 and to decide who the forum is aimed at (users of a local park). Put them into pairs and give them two minutes to think about what issues may be discussed on this forum. 2. Complete Exercises 1 and Ask students to identify which posters agree with the bill (Answer: Xavier and Betty M). 4. Ask students to discuss in pairs or groups their own opinion about this issue. Tell them to write a short twosentence post expressing their opinion. Discuss some ideas as a class. Using Language focus 1. Complete Exercise Ask students to rewrite some of the sentences containing formal vocabulary or phrases in a less formal tone. Tell them to rephrase the whole sentence rather than looking for informal synonyms. 3. Complete Question 2 and read the Useful tips. 4. Ask students to rewrite or amend their post from Looking closely, Step 4, incorporating two of the features from Exercise 2 and using advice from the Useful tips. Optional extension activity: Speaking and Writing 1. Choose a topical issue or use one of these suggestions: A new motorway through the local countryside, A new wind farm in an area of natural beauty, A new supermarket in a small town. 2. Write the following people on the board: a student, a parent of young children, an elderly man, a businessperson, an environmentalist. 3. Each student should take the role of one of the people. They should consider how this person would feel about the issue and make brief notes. 4. Line students up in the classroom in two rows of equal numbers of students facing each other. Students pair up with the student opposite them. Students should introduce themselves in their role and discuss how they feel about the issue. Encourage students to react appropriately to the other person s point of view. After a couple of minutes, move one row of students along the line so that they have a new partner. Repeat the activity up to five times. 5. Students complete the exercise by writing a forum post outlining how they feel about the issue. Using Get writing 1. Ask students to complete these pre-writing tasks: Exercise 1 Get students to brainstorm possible answers to Exercise 1 in pairs or small groups. Advise them that accuracy is not important here. Tell students to look back at the posts on page 16 and pick out two phrases or language features they can use for each of the texts they are to write. Exercise 2 Get students to read the posts and discuss possible suggestions in small groups. 2. Set Exercises 1 and 2 as homework or as a timed class activity. You can set both tasks or choose one or the other. Highlight that you expect them to respond with an appropriate level of formality, so they should look back over the unit and consider how they can do this. Using Next steps 1. If you have access to computers, you can do this part during class time. If not, you can set it as homework. 2. If you do not have access to computers, you can have your own class forum. Hand out a blank piece of paper to each student. Tell them to write an opening post giving some information about themselves and why they are seeking advice. Then ask them to pass the paper to the next person in class, who should read the post and write a response below it. Repeat four more times and then return the page to the original poster. Share any particularly funny or interesting responses with the class.
18 PHOTOCOPIABLES Hedging language 1. Identify the hedging and vague language in these sentences. Then rewrite the sentences, removing all hedging/vague language. 1. Wages in the north of the country tend to be a little bit on the low side. 2. I suppose you could stay in New Zealand for around a month or so. 3. On the whole, the people in the south seem to me to be a bit less friendly than those in the north. 4. The reason why people are inclined to be a bit sportier in Australia than in Britain may well be because in general the weather tends to be somewhat better there. 5. Visiting the market can be rather stressful for tourists because the stallholders tend to pester them somewhat. 2. Rewrite these sentences using some of the hedging language from the example sentences above. 1. Your travel plans are impractical. 2. The hotel is noisy and it smells bad. 3. Travelling by bus is uncomfortable because the seats are small. 4. You ll be disappointed by the ruins because they re always crowded. 5. Don t take children to Scotland in summer because it always rains.
Pearson English Guide: Writing Lesson Plans Functional Skills : English Level 1 This Planning document is to aid in teaching and learning and should be used as a guide only. Approaches to teaching writing
Business Emails Tips and Useful Phrases Cross off any tips below which are usually bad ideas. Starting business emails Opening greeting 1. You should usually write Dear Mr/ Ms + full name if you know the
Mobile phones Topic: Mobile phones and text communications Aims: - To develop students understanding of telephone and text communications - To give students a chance to practise speaking Level: Pre-intermediate
Common Emailing Phrases Pick phrases from below and try to imagine an email to someone in your context using that phrase or those phrases, using your own ideas where there is. Use several phrases in the
Teacher s notes: Level 2 (Upper Intermediate Advanced) ESP MARKETING TEACHER S NOTES Worksheet A Pre-reading 1: Discussion Get students to discuss ideas as a class or in groups and then note their suggestions
!DEPARTAMENTO DE CIÊNCIAS DA SAÚDE Medicina Dentária UBA IV ENGLISH Worksheet: Writing Emails in English Exercise 1: Match the informal phrases (1-15) to the more formal/neutral equivalents (a-o). 1. What
Christmas activity file Here are the top ten Christmas activities 2009 1 Christmas trees A game to be played in pairs or threes. Time: approx 10-15 minutes. This game is for students from the A1:2 to B1
Speakout Pre-Intermediate Lead in: Review: Classroom language Spelling Parts of Speech Tenses and structures Question words Auxiliary verbs Vocabulary Unit 1 Life Language Question forms Past Simple A2
Writing answer guidelines for Test 3 Test 3, Writing Part 1 (page 114), Model answer 1 This model has been prepared as an example of a very good answer. However, please note that this is just one example
Spoken English for Work (SEW) exams Guide for Teachers (B1) Trinity College London 89 Albert Embankment London SE1 7TP UK T +44 (0)20 7820 6100 F +44 (0)20 7820 6161 E email@example.com www.trinitycollege.co.uk
What do you have there? Oh, it s a mystery novel. I m almost at the end! Ooo, sounds interesting. I love a good mystery Agatha Christy, Sherlock Holmes...CSI. Yeah, CSI Crime Scene Investigation I watched
How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may
BLOGGING CRASH COURSE HOW TO WRITE A BLOG POST (EVEN IF YOU DON T WANT TO). 2014 CoSchedule page 1 how to write a blog post 1. Write Quickly Write a headline. You can change it later. Write everything.
COURSE DETAILS Elementary (A1) Group Course 45 hours Two 90-minute lessons per week Study Centre/homework 2 hours per week (recommended minimum) A1(Elementary) min 6 max 8 people Price per person 650,00
E-RATE TOOLKIT Show Respect Online LESSON PLAN Essential Question: How can I make sure my emails are clear and respectful? Learning Overview and Objectives Overview: Students explore the similarities and
Writing Routine and Non-Routine Requests in Business By Assoc. Prof. Sripathum Noom-ura Language Institute, Thammasat University Aim: To train students to write a formal business letter Level: Intermediate/advanced
English in my home Someone at the door Unit 1a Electricity meter reading 1 Contents Unit 1a Electricity meter reading teacher s notes Electricity meter reading learner resources Electricity meter reading
9 Hi-tech Language focus First conditional 1a Complete the sentences with the correct form of the verb in brackets. Use the Present Simple or will + infinitive. eat 1 If you (eat) cheese late at night,
All about me. Topic: Personal interests, likes and dislikes Aims: To help students focus on fluency when speaking To develop students communication skills To develop students listening skills Level: Pre-intermediate
PARAGRAPH ORGANIZATION 1 Worksheet 1: What is an introductory paragraph? Read the paragraph. This is the introductory paragraph for an essay. What is the title of the essay? a The oldest person in your
UNIT 1 Unit 1: Alliances UNIT OBJECTIVES Reading: Spring in their steps Language: Review of tenses Vocabulary: Definitions; metaphors Career skills: Building relationships Culture at work: Working relationships
LESSON C1 Giving Updates BUSINESS ENGLISH 5 I. WARM-UP Vocabulary Guess the meanings of the underlined words. a. a person or company that does work for other people b. a part that is separated or divided
I start work at 8:0 Unit aims In Unit, students learn about: Saying where you re from Reflecting and reaching Describing readiness Describing schedules Viewpoints: Working hours In business: Describe your
Lesson Share TEACHER S NOTES Socializing by Gary Jones Age: Level: Time: Aim: Adults Upper intermediate 90 mins To practise making small talk; to learn lexis for active listening Key skills: Speaking Materials:
Conversation Lesson News Topic: News Aims: - To develop fluency through a range of speaking activities - To introduce related vocabulary Level: Intermediate (can be adapted in either direction) Introduction
ABSTRACT Designing tasks to transfer learning to and from the workplace There was a resident complained a new staff. I explained the reason and sorted the problem. Gains in language, literacy and numeracy
LESSSON D1 Starting and Ending a Conversation I. WARM-UP Vocabulary Match the phrasal verbs in column A with their definitions in column B. 1. 2. 3. 4. 5. A get through get back put through hold on hang
Elementary Course (A2) Learning Objectives Lesson Lesson Name Learning Objective 1 Welcome back to Velawoods 2 Are you a student? 3 Bob's business class 4 Help people in Velawoods 5 What's important? 6
unit 1 ALL ABOU SCHOOL 1 What school activities do you see in the pictures? Write the numbers. 1 2 3 4 5 6 going on a field trip working on computers doing a project giving a presentation taking a test
2 A Present simple 1 B Present simple: questions C Communication strategies Showing interest D Interaction Are you a people person? Getting together Present simple 1 Word focus: Special occasions 1 Work
PTE Academic Test Tips V2 August 2011 Pearson Education Ltd 2011. All rights reserved; no part of this publication may be reproduced without the prior written permission of Pearson Education Ltd. Important
Keep your English up to date 4 Teacher s pack Lesson plan and student worksheets with answers British Broadcasting Corporation 2008 Lesson Plan: Teacher's notes CONTENTS 1. Level, topic, language, aims,
How to Have a Successful School Library or Classroom Blog By Karen Bonanno How to Have a Successful School Library or Classroom Blog From: Karen Bonanno September 2014 Once you have chosen a topic or focus
Learning Centre Using a Dictionary for Help with GERUNDS and INFINITIVES Writing sentences in English that sound right to most English speakers requires more than using grammar rules correctly. Choosing
2 Business Email: Functional Language Reference Sheets Table of Contents Opening and Referencing...3 Making Enquiries... 5 Informing and Notifying...7 Replies to Requests...8 Clarifying and Confirming...10
Club Accounts. 2011 Question 6. Anyone familiar with Farm Accounts or Service Firms (notes for both topics are back on the webpage you found this on), will have no trouble with Club Accounts. Essentially
Common Mistakes Tips that help improve quality 1 TABLE OF CONTENTS 1. APOSTROPHES Apostrophes showing possession Apostrophes showing omission It s or its? 2. COLLOCATIONS 3. COLONS VS. SEMICOLONS 4. COMMAS
1. Where you from? a) is b) are c) am d) have 2. This is my friend. name is Peter. a) Her b) Our c) Yours d) His 3. Mike is. a) A friend of mine b) A my friend c) Friend my d) Mine friend 4. My brother
English Grammar Passive Voice and Other Items In this unit we will finish our look at English grammar. Please be aware that you will have only covered the essential basic grammar that is commonly taught
UniT 5 HERE, THERE AnD EVERYWHERE IN THIS UNIT YOU learn language for talking about places read descriptions of where people live give and ask for directions to places in your town listen to a news report
PLACEMENT TEST A2 Grammar 1 Underline the correct words. Jim: Ben: Jim: Ben: Jim: Ben: Jim: Hi Ben. What 0 were you doing / did you do when I saw you yesterday? I 1 was waiting / waited for my sister to
Writing Checklist Lesson Level B1 Teacher s notes Description This lesson introduces students to a checklist which they can use when checking their own writing, as well as writing by other students. This
PREPARING A PERSONAL LETTER Outcome (lesson objective) Students will identify the parts and format of a personal (friendly) letter then write a letter using the appropriate format with proper spelling,
The Reading- Writing Poster Pack by Steve Peha Good Writing Has all of these traits Ideas that are interesting and important. Main Idea Details Showing Purpose Surprises Organization that is logical and
BettyNet: Getting Started Guide www.dentbetty.com Welcome! Welcome to BettyNet, the DentBetty network! This guide will help you get up and running as quickly as possible. Got questions? No problemo! Just
Oxford Practice Grammar Intermediate Diagnostic Test Words and sentences 1 The word really is an A adverb 2 The word that is a A determiner B adjective B preposition 3 The subject of a sentence usually
Overcoming Your Content Marketing Challenges How to create great content your readers will share. 2012 Copyright Constant Contact, Inc. 13-3660 BEST PRACTICES GUIDE SOCIAL MEDIA MARKETING Engage your readers
The Ultimate Author Checklist for Online Book Marketing from http://bookmarketingtools.com Organize your book marketing efforts and make them more effective! Introduction Authors write because it is something
INTRODUCTION For your introduction to the project, PAUSE NOW from reading this, and carefully review the Cyber Security Careers Project Introduction PowerPoint. Now that you know what your project entails,
Cohesion, organisation and presentation Introduction This chapter builds on the work done in Year 5. The early parts of this chapter cover cohesive devices. Later parts deal with layout and organisational
En KEY STAGE 2 English tests *SAMPLE* LEVEL 6 SAMPLE Grammar, punctuation and spelling Paper 2: short answer questions First name Middle name Last name Date of birth Day Month Year School name DfE number
Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Proficiency exams? No. Examinations that are at CEFR Level B2 (independent user), or above
Student s Worksheet Writing útvary, procvičování In a writing exam you are given the instructions including a type of your writing (a letter, a description, a story, an article, an essay, an e-mail etc.)
RECRUITING TIPS & SCRIPTS 1 & WHAT TO SAY TO NEW EXPERIENCED AGENTS table of contents Attracting New Agents Key Tips for Speaking with New Agents Interviewing a New Agent Inviting a New Agent to a Career
[Año] PICTURE DESCRIPTION GUIDELINES, TECHNIQUES & EXAM TIPS Mª CRISTINA C. B. PICTURE DESCRIPTION GUIDELINES, TECHNIQUES & EXAM TIPS IN THE BACKGROUND IT LOOKS LIKE IN THIS PICTURE.. LET ME SEE AS I SEE
SCIENCE STUDY SKILLS CYCLE (S 3 C) DR. JEFF PARADIS (SACSTATE) GENERAL INFORMATION Doing well in college science classes requires a minimum of 2-3 hours work outside of class for each hour you are in lecture.
LESSON PLAN Show Respect Online UNIT 3 Essential Question How can I make sure my emails are clear and respectful? Lesson Overview Students explore the similarities and differences between in-person and
The is designed for anyone interested in sales, marketing and lead generation. We breakdown what your emails should contain and discuss what goals you should be looking to accomplish with your email communications.
Tech savvy? UNIT 9 Lesson A Tech support 1 I have no idea why... A Unscramble the questions. 1. which battery / Do you know / should / buy / I /? Do you know which battery I should buy? 2. they / where
Words In The News Teacher s pack Lesson plan and student worksheets with answers Britain information blunder 21 November 2007 CONTENTS 1. Level, topic, language, aims, materials 2. Lesson stages 3. Student
B2 Level Exam Sample Test Background Information This exam is very similar to the NEW BY51 exam, but tests English at level B2 (Cambridge FCE). It is a General English exam and is speaking only, though
Email Marketing Best Practices - Top 10 tips Contents 1. Make a good first impression... 2 2. Above the fold... 3 3. Keep it short and to the point.... 3 4. Send what your customer wants not what you want
EDEXCEL FUNCTIONAL SKILLS ICT Study Module 8 Using ICT to communicate Published by Pearson Education, Edinburgh Gate, Harlow CM20 2JE Pearson Education 2010 All rights reserved. This material may be used
Opinion Essay An opinion essay tells what the writer thinks or feels about a topic. People have different opinions about things. In an opinion essay, you write your opinion about a topic. When you write
Shopping Teacher s Pack http://esol.britishcouncil.org/content/teachers/teaching-uk-life/one-to-one-tutoring Shopping: introduction Introduction Money and shopping gives learners the language that they
Warm Up Work with a partner. Tell your partner three things about your last holiday. Vocabulary Match the verb to the activity. TRY VISIT GO STAY TAKE WRITE FLY GO BUY photographs sightseeing souvenirs
Learning English with CBC Radio Living in Alberta Caring for the Elderly: New Technologies by Maroro Zinyemba Project Manager: Justine Light Daylight Consulting Inc. Integration Enhancement Topic: Caring
Starting and Ending Presentations- Phrases Without looking below, listen to your teacher read out phrases and hold up the right one of the cards they have given you. If the phrase can be used both at the
digital mums THE Strategic Social Media Manager Programme COURSE BROCHURE About Digital Mums Digital Mums are a new kind of social media solution. We take the natural talents and skills of mums, add some
Contents Page Language Summary 4 Introduction 5 Story Overview 5 Plot Summary 5 Why use the Five Days DVD 6 in the class? How are the DVD worksheets 7 arranged? Typical activities 7 Basic video techniques
Choosing and Opening a Bank Account The Easy Picture Guide to Banking T his Guide has been put together to help you to choose a Bank and a Bank Account that are right for YOU. It has been written to be
Learning styles Topic: Idioms Aims: - To apply listening skills to an audio extract of non-native speakers - To raise awareness of personal learning styles - To provide concrete learning aids to enable
Directions Level: 1º/ 2º E.S.O. Grammar: Revision of present simple. There is /there are. Prepositions with means of transport. Functions: Describing places. Asking for and giving directions. Asking for
EAS Basic Outline Overview This is the course outline for your English Language Basic Course. This course is delivered at pre intermediate level of English, and the course book that you will be using is
An Overview of Conferring You may have several important questions about writing conferences: ª What are the goals of a writing conference? ª When should I confer with students about their writing? ª What
Class contents and exam requirements English Language (first language, first year) Code 30123, Learning Path 1 Head Teacher: Prof. Helen Cecilia TOOKE Objectives pag. 2 Program pag. 2 Set and recommended
LESSON PLAN Scams and Schemes Essential Question What is identity theft, and how can you protect yourself from it? Lesson Overview Students learn strategies for guarding against identity theft and scams
DEVELOPING A SOCIAL MEDIA STRATEGY Creating a social media strategy for your business 2 April 2012 Version 1.0 Contents Contents 2 Introduction 3 Skill Level 3 Video Tutorials 3 Getting Started with Social