Contents. 6 Getting details M akingand changing arrangem ents 38. Introduction 4. 1 Thinkingaboutw riting 8 2 Introducing 11

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2 Cntents Intrductin 4 1 Thinkingabutw riting 8 2 Intrducing 11 3 Cmpleting frm s 15 4 Thanking 19 5 Requesting infrm atin 23 Review Getting details 3 7 Inviting and arrangingt meet 34 8 M akingand changing arrangem ents 38 9 Giving directins 42 1 Dealing w ith prblems 46 Review Describing Giving an pinin and recmmending W riting abut a vacatin W riting abut an interest Applying fr a jb 69 Review 3 72 Phtcpiable activities 74

3 Intrductin Abut Writing fr the Real Wrld Writing f r the Real Wrld is a tw-level curse fr peple wh need t write effectively in English. Bk 1, Writing f r the Real Wrld: Fr General English, cvers everyday situatins. Bk 2, Writing f r the Real Wrld: Fr Business English,cvers cmmn types f writing that ccur in the business wrld.the curse is intended fr elementary level students wh may have studied English befre withut cncentrating specifically n writing. American English is used frthe majrity f the curse, althugh cntrasts with British English are highlighted where apprpriate, and the cntexts are internatinal. The curse has tw main gals: t prmte fluency in writing t prvide language mdels that will be directly relevant t students'real needs. T meet these gals, each unit presents a typical writing need (fr example, requesting infrmatin r applying fr a jb); practices the apprpriate vcabulary, grammatical structures, punctuatin, spelling, and writing cnventins; and prvides students with plenty f pprtunities t develp their wn writing skills. Each level f the curse cntains fifteen units and three review units.the units build n each therthrughut the bk, but each ne can be used independently, allwingyu t chse the units and activities mst suited t yur students needs. Student Bk Atypical unit Atypical unit is expected t take between 9 and 12 minutes f class time. Each unit uses a range f activity types t maintain interest and mtivatin, including individual, pair, grup, and whle-class wrk. All f the writing tasks can be cmpleted in class, but culd als be assigned fr hmewrk r self-study. Each unit cntains the fllwing key elements: Mdels f writing Each unit pens with a mdel f a particular text type (fr example,frmal r infrmal , letter, applicatin frm) and writing functin (fr example, dealing with prblems, making arrangements, inviting). The mdel sets the real-wrld cntext fr the language practice that fllws. Students read the text fr general understanding and then use it as a reference pint thrughut the unit. Language f cu s Students study and practice individual language elements, such as grammatical structures and vcabulary, in the mdel text. Carefully graded exercises help students wrk n each element individually and then cmbine tw r mre elements t allw them t prduce lnger sentences r paragraphs. Useful language and Language fcus bxes present key language in a clear, easy-t-use frmat. Tip! and Remember! bxes ffer additinal insights, explanatins,r instructins. Writing tasks Finally, students cmbine all f the elements practiced in the unit int ne rtw lnger writing tasks. These assignments are lightly guided and give students a clear idea f what t d, but als allwfr creativity and riginality. Review units After Units 5,1, and 15 there is a review unit that incrprates the main features f the previus five units int language exercises and integrated writing tasks. In additin, each review unit includes a culture tpic related t writing fr internatinal cmmunicatin. Reference sectin This Student Bk cntains a writing skills reference sectin which teachers and students can use in class, fr hmewrk, r fr self-study. It will be useful in develping and cnslidating students'writing skills bth during and after the curse.there are five sectins: Sectins 1and 2 prvide infrmatin n the frmats and cnventins fr writing s, letters,faxes, pstcards, resumes, and web pages. 4 Writing fr the Real Wrld

4 Sectin 3 deals with capital letters, punctuatin, and spelling. Sectin 4 prvides examples f all the functins cvered in the curse, including thanking, requesting, recmmending,aplgizing, and cmplaining. Sectin 5 is a general sectin that includes the kind f language items that are useful acrss a number f different texts and writing functins and that students are ften uncertain f. Fr example, cnventins surrunding days, dates, time, numbers, prices, addresses, currencies, and abbreviatins are cvered, alng with sme basic differences between American English and British English. Teacher s Guide TheTeacher's Guide prvides: clear and simple instructins n hw t use the Student Bk suggestins fr adapting the Student Bk material fr higher and lwer-level students ideas fr extending the Student Bk material t prvide further practice ptinal activities t supplement the Student Bk a phtcpiable activity fr each unit that practices the material in an enjyable way. In thisteacher's Guideyu will find detailed ntes t helpyu prepare yur lessns. Befre yu teach a unit, read the relevant ntes carefully s that yu are familiar with the key features f the unit and can make any advance preparatins that may be necessary In additin, the fllwing instructins and suggestins are relevant t each unit: W riting mdels Read the writing mdel that pens each unit in advance t familiarize yurself with the tpic f the unit. If pssible, bring in additinal examples f the same type f writing, bth in English and the students'wn language(s).they can be used fr further practice and fr discussins n hw English writing is the same as r different frm writing in the students'cultures. Be careful t select materials at an apprpriate level fr yur students. Vcabulary Each unit explains vcabulary that is directly relevant t the writing mdels and tasks, but there will ccasinally be ther wrds that yur students d nt knw. Yu may wish t ask students t figure them ut frm cntext r check with ther students; explain r translate the wrds yurself; r allw students t use dictinaries. If yu keep a recrd f the wrds that are new t yur students,yu can reviewthem in future lessns. Students culd make their wn flashcards t review and practice the wrds they encunter during the curse: n ne side f the card, they write the wrd in English, the sentence in which that wrd appeared, a dictinary definitin r smene else's explanatin, and an riginal sentence usingthat wrd.on the ther side f the card, they draw a picture that suggests the wrd t them. Students can then use these cards fr their wn private study, r they culd als be used in thefllwing way as a class activity: when they have cmpleted five r mre cards, have students wrk in pairs t quiz each ther. Students exchange cards with their partner, and shw their partnerthe picture side f the card.they then ask these questins: What's this wrd? Hw d yu spell it? What des it mean? Can yu use it in a sentence? The student hlding the card can see all f the infrmatin and can therefre assist the student being quizzed as necessary. Grammar Grammatical structures in each unit are practiced in a variety f ways in the curse. Each unit in the Student Bk features Language fcus and Useful language bxes which highlight the key teaching pints f the unit. In additin, the reference sectin at the back f the Student Bk ffers a thrugh review f the key language and grammar in easy-t-understand charts with clear examples. Fr students r classes wh need additinal practice, this Teacher's Guide ffers further practice and ptinal activities. Writing activities Ideally,yur students will practice writing by hand, wrd prcessing, sending , and cmpletingfrms nline. If yu have access t a cmputer lab, cnsider taking yur class there ccasinally t d the writing activities. Sme students may have limited typing skills, but they will quickly build uptheir speed.alternatively,yu can assign sme writing tasks t be cmpleted utside f class n cmputers in yur schl, at Internet cafes, r at students'hm es. If yur students wrd prcess sme f their assignments, remind them f the imprtance f Writing fr the Real Wrld 5

5 keeping a cpy smewhere safe. Fr example, they can back up their writing t a CD r ther external drive, r a cpy t themselves. If all f yur students have accunts, they can sme f their writing assignments t a partner r t yu.they shuld either keep a cpy f their wrk in a sent m airflder r send a cpy t themselves by typing their wn address n the cc: line. If nt all f yur students have access t a cmputer, they can cmplete all f the writing activities by hand. In this case, encurage students t imitate the frm and appearance f writing dne n a cmputer as apprpriate (fr example, in the case f an , by writing the sender and receiver's names, the subject line, and the date at beginning). Yu can chse t have students cmplete all f the exercises in class, r assign sme f the lnger exercises as hmewrk. Building writing flu en cy Writing easily and well takes time. Encurage yur students t practice n their wn.they culd keep a daily r weekly persnal diary in English, crrespnd with penpals ( keypals ) nline, r write letters r pstcards t a classmate. Keeping a writing ju rnal Yu may wish t ask students t keep a writing jurnal. Students shuld select a sturdy ntebk t be used nly frtheir jurnal and shuld write smething at least nce a week; sme teachers ask students t write tw r three times a week, but nly cllect the jurnals nce a week r nce a mnth. Yu can let students chse their wn tpics t write abut r assign tpics (e.g. an interest, my childhd, smething that makes me happy, a time I was afraid, my future plans, a gd friend, what happened yesterday, my strengths in English, etc.). Yu may chse t write nly a few cmments inyurstudents'jurnals r t write lnger respnses, but d nt crrect spelling r grammar fr this fluency exercise. If students ask t be crrected, remind them that the exercises they d in class are checked fr accuracy.their jurnals are a place t practice writing freely. If yu assign grades in yur class, grade thejurnals n timely cmpletin and / r amunt f writing, but nt n grammar r spelling. If yur students need practice with typing r enjy using cmputers, they culd wrd prcess their jurnals. Stress the imprtance f keeping a backup cpy. Keypals If all f yur students have accunts, cnsider setting up a frmal keypal cmpnent t yur curse. Students culd pair ff with a classmate, ryu culd find a partner class in anther cuntry wh wuld like t crrespnd in English.The Intercultural Classrm Cnnectins website at is a gd place t lk fr partner classes. Make sure yu discuss yur ideas with the cperating teacher in advance and decide such things as hw ften students will write, what yu will d if a student frgets t send an , and what yur gals fr the exchange are. Remind students t keep a cpy f every letter they send and receive. If they print ut their cpies, they can use them t lk fr bth new and familiar language, and can easily mnitrtheirwn prgress. Peridically, have students share infrmatin abut their keypals and the writing prcess in grups during class time. Again, d nt grade students n grammar r spelling, but yu may chse t give them credit fr each sent n time r give general marks such as and / + based n effrt r the length f the s. Keeping a reading ju rnal Reading is anther gd way fr students t build their writing fluency because it expses them t a range f writing genres, language structures, and vcabulary. Encurageyurstudents t read in English utside f class.they may chse t read magazine articles, English language readers, newspapers, websites,etc. If yur students are nt keeping a writing jurnal,yu may wish t have them keep a readingjurnal. After they have read a certain amunt (fr example, tw pages, 3 minutes, r ne week), they write a shrt summary f what they have read and give their persnal reactin r pinin abut the tpic. Like writing jurnals, reading jurnals can be cllected every week r less ften, depending n yur schedule, and shuld nt be graded n grammar r writing but rather n tim ely cmpletin and effrt. Classrm management Pair wrk Many f the exercises in the Student Bk ask students t wrk with a partner. Depending n the exercise, this may invlve students wrking first individually and then cm paringtheirwrk with a classm ate;talking 6 Writing fr the Real Wrld

6 tgether and then writing individually; r talking tgether and chsing ne persn t write the pair s sentences. If yur students are nt fam iliar with pair wrk, mdel each f these scenaris fr the class, either by rle playing with anther student r by acting ut each part yurself. If the exercise divides students int A and B rles, ask the A students t raise their hands befre the exercise begins t check that students knw which rle t take. The easiest way t pair students is t have them wrk with smene sitting next t them; hwever, if yur students always sit in the same seats,yu may want t mix them up ccasinally, s they experience wrking with different peple. If yur class des nt divide evenly, ask three students t wrk tgether r wrk with ne student yurself. Yu may chse t wrk with a student wh needs extra attentin, either because he r she is struggling r because he r she is advanced. Pairyurself with a different student fr each exercise, s n-ne feels singled ut. Check pair wrk by walking arund the classrm while students are wrking, having them turn in their writing t yu, r by calling n pairs t read their answers alud r write them n the bard. If yu have a large class, make a small mark inyur rll bkwhenyu call n students t ensure that yu call n each student equally thrughut yur curse.try t call n students wh are ready and are cnfident f their answers. Starting and finishing a lessn Begin each lessn with the review activity prvided at the start f each unit t review the previus lessn r with a shrt warm-up activity f yur wn. Fr example, yu might let students chat briefly with a neighbr abut what they did that mrning r the day befre, r have students wrk in grups t recall what they did in the previus lessn. Students culd tell the class what they have dne since the previus lessn t practice English n their wn (e.g., read the news nline, wrte in a diary r jurnal, watched an English mvie with subtitles). Let students knw what yu will cver in the day's lessn. Fcus their attentin n the list f bjectives at the beginning f each unit, and pint ut when yu have cvered each bjective. Sme teachers like t let students knw hw much f the unit they will cver in the day's lessn, and thers prefer the flexibility f deciding the pace f the class based n hwthe lessn ges. Hwever, when yu d have firm plans in mind, it is helpful t share them with students s they knw what t expect. At the end f a class, briefly remind students what material they cvered in the lessn and review key pints. Assign hmewrk r remind students f different ways that they can practice n their wn. Let students knw what yu will cver in the next lessn, and say gd-bye in English. Writing fr the Real Wrld 7

7 1 Thinking abut writing NTHIS UNIT, STUDENTS think abut different types f writing in everyday life think abut the types f writing they d nw in their wn language and in English think abut the types f English writing they w ill d in the future write a shrt t their teacher Writing questinnaire Use phtcpiable page A, page 74. Befre yu start the cursebk, yu mayspend part r all f the first lessn finding ut a little abut yur students attitudes twards writing, their writing needs, and their expectatins f the writing class.this questinnaire helps yu t dthat. Read thrugh the questins first t make sure that students understand them.t help students with questin 1,yu culd write the fllwing examples n the bard: applicatin frm: assignment fr schl: business business letter: diary: easy! takes a lngtime never tried hard fr me lve it! Students culd cmplete the questinnaire individually r they culd wrk in pairs and cmplete it fr each ther by asking and answering the questins. When they have finished, ask students t reprt back their answers in a whle-class discussin s that students get an idea f hwtheirclassmates have respnded, and lkfr cmmn cncerns and interests. Cllect the cmpleted questinnaires at the end f the lessn and keep them fr future reference. 1 An t a teacher 1.1 Have students read the silently t themselves. Answer any vcabulary questins. If yur students are nt familiar with ing in English, have them check pages f the Student Bkfrvcabulary. 1.2 Have students d the exercise alne, and then cmpare answers with a partner.then check answers arund the class. If a statement is false, ask students t crrect it. a F (Carls wrte the ) b T c F (he desn t write very much in English) d T e T 2 Types f writing Have students wrk alne r in pairs t match the types f writing t the pictures. Let them cmpare answers with anther student r pair befre checking answers arund the class by asking What is picture (a)? a business letter b persnal c persnal letter d jb resume e business FURTHER PRACTICE fax diary applicatin frm pstcard text message Have students wrk in small grups t brainstrm ther types f writing. Make sure smene in each grup writes dwn the grup's ideas. After abut five minutes r when grups seem t be finished, call n smene frm each grup t share their list. Write each new type f writing n the bard. 8 Writing fr the Real Wrld

8 Pssible answers greeting card, list (e.g. t-d list, shpping list), website, newspaper article, mem, letter t a magazine, psting t a list serve, blg (web lg: an nline diary) hwever, the situatins shuld be different frm the nes mentined in exercise 3.2. When students are finished, call n vlunteers t share their answers. Write their answers n the bard. 3 Befre yu write 3.1 Have students wrk alne t cmplete the sentences. Explain that e.g. means fr example. Have students cmpare answers with a partner befre checking with the whle class. Circulate t make sure that all students have the crrect answers written in their bks, s that they can use the sentences fr reference later.thrughutthe curse, as students d their individual writing assignments, refer them back t these cncepts and make sure they can answer each questin abut the assignment they are wrking n. With higher-level classes,yu might wish t intrduce the labels purpse (t give r get infrmatin) and audience (wh yu are w riting t). a W hat b Wh c Why 3.2 With lwer-level classes, let students discuss the exercise in grups rally befre they write individually Pint ut that nt everyne need chse the same type f writing fr the same purpse. Circulate and help with vcabulary and ideas. Share answers arund the class. may vary; accept any reasnable answers that students can explain. Pssible answers a b fax; letter c text message d letter; pstcard e greeting card; letter f pstcard; text message 333 Have students lk at the types f writing in exercise 2.1 r use the examples they thught f in exercise 3.2. Have students wrk alne r in pairs t write sentences abut when they wuld use each type f writing; Writing and yu T persnalize the situatins, write this dialgue n the bard: A: Have yu ever (sent a persnal )? B: Yes,I have./n,i haven t. (if yes) A: Wh did yu send it t? B: I sent it t my high schl classmate. A: Why did yu send it? B: I sent it t (get in tuch with him /her). As students speak, circulate t help ut with vcabulary as needed. Remember that the purpse f this exercise is t help students fcus n the type f writing, purpse, and audience, nt grammatical accuracy 4 A writing survey Read the questins with the whle class and answer any vcabulary questins. Students can then fill ut the survey individually, giving their wn answers, r use it as an interview and w rite dwn their partner's answers. Put students in small grups t share answers.they can take turns making statements abut themselves, r ask ne anther the questins. Circulate while students are wrking t help and hear their answers. 5 Writing in yur wn language 5.1 Use the example sentence t explain the task. Read thrugh the Useful language bx, making a cmplete sentence with each phrase.then have students wrk alne t write their sentences. Circulate t check fr accuracy. If yu like, call sme students t the bard t w rite their sentences. 5.2 Befre students start the exercise, check t make sure they understand the vcabulary.then have students wrk alne t write true sentences abut themselves. Writing fr the Real Wrld 9

9 Have students share their answers t 5.1 and 5.2 in small grups. Encurage them t discuss their answers if they can, e.g., say why they d r dn't like writing, why they send text messages t their parents, etc. 6 Writing in English 6.1 Give students time t silently study the Useful language bx, and answer any vcabulary questins. Pint ut that dn't write much still means that the student writes a little in English, but nt much.then have students wrk alne t write a true sentence abut themselves. 6.2 G ver the example sentence and Useful language bx with the students, and answer any vcabulary questins. Pint ut that want t expresses a desire, will is certain, and might is pssible. Have students wrk alne t cmplete the sentences. Have students share their answers t exercises 6.1 and 6.2 in small grups. Encurage them t discuss their answers if they can. 7 Writing task Give students time t read the in exercise 1.1 again, and t plan their wn message.they shuld write true infrmatin abut themselves. Remind students t use the sentences they wrte in exercises 5 and 6.They can either write a mck message n paper, r, if they have accunts, send a real message t yu. Remind students t keep a cpy f any message that they send yu. Writing t a classmate Students wrk in pairs. Have students send an similar t the ne in exercise 7 t their partners.this can be dne n papert imitate an message if students d nt have accunts. Yu may allw students t add ne r tw ther sentences r questins t their messages, but ask them t write nly in English. Yu can als have students write a similar message t a keypal (see Intrductin, page 6). Have students lk back at the frm Carls in exercise 1.1. Have them find the sentences he wrte that are similar t the nes in exercises 5.1,5.2,6.1, and Writing fr the Real Wrld

10 2 Intrducing Nf THIS UNIT, STUDENTS learn hw t begin and end an infrmal practice making lists practice spelling and punctuatin w rite an infrmal and reply t a classmate Review Writing self-intrductins Have students wrk alne t write a few sentences n a sheet f paper t intrduce themselves.they shuld nt, hwever, write their names.they may write their ages, natinalities, field f study, hbbies, interests, etc. Encurage them t write at least ne surprising r interesting fact abut themselves. Cllect all the intrductins, shuffle them, and pass them ut again s that each student nw has smene else s intrductin. Students stand, circulate, and try t find the authr f the intrductin they are hlding. When they meet anther student, they shuld ask questins prmpted by the infrmatin in the intrductin, e.g., Are yu nineteen years ld? Are yu studying engineering? D y u like mtrcycles? With lwer-level classes, demnstrate what t d by writing a few mdel sentences abut yurself n the bard. Elicit questins based n the sentences, and write the questins n the bard, t. If a student finds the persn wh wrte the intrductin, he r she returns it. End the activity when all students have their wn intrductins back. 1 An infrmal t a keypal 1.1 Students may be unfamiliar with the prcesses f skimming (reading smething quickly t gain a general impressin). Explain that they will be reading as quickly as they can t find ut why Amy is writing. As sn as they have theanswer, they shuld stp reading. Reassure them that they will read the mre slwly and carefully later. Havethe students cverthe and read the questin. Ask higher-level classes where they wuld expect t find the answer in a typical (in the subject line; in the first paragraph). Then have students uncverthe and skim it quickly (tell them it shuld take a minute r less). Ask students t raise their hands as sn astheythinktheycan answerthe questin and leave their hands up.this shuld encurage ther students t skim instead f reading intensively. When everyne has finished, call n a student t give the answer (b, t intrduce herself), and ask Hw d yu knw? (Because her ffers basic persnal infrmatin abut herself She desn t mentin jbs r give thanks.). 1.2 Have students wrk in pairs t cmplete the exercise. Allw them t use dictinaries r ask questins abut unfamiliar vcabulary. Check answers by asking W hat is (a)?etc. a header b salutatin c main bdy (make sure students understand that all the paragraphs are included in main bdy) d clsing e signature Nte: In a letter typed n a wrd prcessr, printed n paper, and mailed in an envelpe, a signature wuld be handwritten; in , signatures are typed. Sme prgrams allw writers t use a "signature file at the end f each em ail,which generally includes the writer s name, jb title, cmpany, and address r ther cntact infrmatin. Writing fr the Real Wrld 11

11 2 Intrducing yurself Bks clsed. Ask students When yu intrduce yurself t smene new by , what kind f infrmatin shuld yu give? Write all reasnable answers n the bard. Suggested answers name, nickname age (fr peple in their mid-twenties and yunger) infrmatin abut schl (name, place, majr, favrite subjects) infrmatin abut part-rfull-time jb infrmatin abut hbbies and interests infrmatin abut immediate family infrmatin abut hme / city 2.1 Give students a few minutes t read the infrmatin abut Karen Munter and Emersn Piquet. Answer any vcabulary questins. Check that students knw where Frankfurt and Ri de Janeir are (Germany and Brazil); use the map n Student Bk page 133 if necessary. Tip: Have lwer-level students fill ut the same infrmatin abut themselves.they can use this later, in exercise Have students wrk alne t cmplete the exercise, and then check their answers in pairs. One student reads the sentence, and the partner says Karen r Emersn. Circulate t reslve any disagreements. M y intrductin; an intrductin; a self-intrductin; Nice t meet yu!). Pint ut that capital letters are nt necessary (althugh they can be used) at the beginning if the phrase is nt a cmplete sentence (an intrductin and An intrductin are bth acceptable in subject lines). Dear Nikita / Hil / Hell! My name's Emersn, and I'm 21 years ld. I'm in my third year at Ri de Janeir State University. I'm majring in engineering. I'm studying cmputer science, t. I share an apartment with my brther in Ri. I like sccer and beach vlleyball. I hpe t hear frm yu sn. Bye fr nw, / Bye, / Take care, Emersn DearW ae-ling,/ Hi! / Hell! My name's Karen and I'm 19 years ld. I'm a secnd year student at the Gethe Institute in Frankfurt. I'm studying cmputer science and math. I live in Frankfurt with my mm, dad, and sister. I like playing vlleyball and ging t the mvies. Write sn! Bye fr nw, / Bye, / Take care, Karen a E b K c K d E e K f E g E h K Ask What language des Karen speak? (German); What language des Emersn speak? (Prtuguese). Why are they writing t each ther in English? (Because it is unlikely that they speak each ther's language.) Use this t remind students that English is useful nt just in crrespnding with native speakers, but when crrespnding with peple f many different natinalities. 2.3 Have students mark the sentences in exercise 2.2 in the rderthey shuld appear in an . Then have them cpy the sentences int the s in exercise 2.3. Call n students t read the s alud. Finish by asking students t think f sme alternative apprpriate titles frthe subject line f the (e.g., 3 Listing main pints Give students time t read Amy's ntes.then ask Why did Amy make ntes befre she wrte? t elicit answers such as S she wuldn't frget anything imprtant; t help her plan her ; t make sure she had enugh t say. Remind students that they shuld write ntes, nt cmplete sentences. When they have finished, have them share their ntes in pairs r small grups. Have students save their ntes, as they will use this infrmatin t help with the writing task in exercise 7. 4 Spt the mistake Read the Remember! bx t yur students. Remind them that sme prgrams have spellcheckers (either autmatic r n demand), althugh 12 Writing fr the Real Wrld

12 spellcheckers can t catch everything (such as prblems with hmnyms such as there and their), and usually aren t gd at catching punctuatin errrs. Ask students Why is it imprtant t check yur f r errrs befre sending it? t elicit answers such as It's mre plite t the reader; It makes a better impressin n the reader, etc. 4.1 Have students wrk alne t cmplete the exercise, and then cmpare their rewritten sentences with a partner. a Are yu interested in art? b Schl starts in April, c I m a secnd-year student, d My brther s name is Ken. 4.2 Have students wrk alne t cmplete the exercise, and then cmpare their rewritten sentences with a partner. a I live in the suburbs, b It s a terrific place, c Have yu tried para-gliding? d The weather here is beautiful right nw. Have students wrk alne r in pairs t create new sentences with spelling and / r punctuatin errrs. Then have them exchange papers with anther student r pair, and try t rewrite each ther s sentences crrectly. Lwer-level students culd pick sentences frm Unit 1 r Unit 2 and change the spelling r remve the punctuatin. 5 Asking questins 5.1 Have students wrk alne t cmplete the sentences. 5.2 Have students wrk in pairs t ask each ther the questins. 6 A reply t a keypal s If necessary, re-read Amy s t Hirshi n page 8 f the Student Bk.Then have students cver Hirshi s reply, and ask What d yu think Hirshi will write in his ? Accept any reasnable answers; make sure that students predict that he will answer her questins.they shuld als guess that he will ffer similar infrmatin abut himself. Have students wrk alne r in pairs t find the errrs, which they shuld indicate by underlining, circling, r highlighting. Have them crrect the errrs in spelling and punctuatin by w ritingthe crrectin just abve r belw the errr; have them indicate with an arrw where the sentence in the wrng place shuld be. Have students cmpare their answers with a partner r anther pair, and allw sufficient time fr discussin. Befre students rewrite the , check answers by reading each line alud and calling n vlunteers t say what crrectins need t be made. Spelling mistakes: ft -> pht studing-4 studying sw im ing >swimming Capitalizatin mistake: Dearam y-> Dear Amy Punctuatin mistakes: Im a freshman -> I m a freshman What kind f music d yu like! -» What kind f music d yu like? Sentence in the wrng place: Place "I like Spanish, but the grammar is difficult. after My majr is scilgy, and I m als studying Spanish. a weekends b dish c actr d kick-bxing e musical instrument f pets Scrambled s Use phtcpiable page B, page 75. Phtcpy the s and cut them int strips alng the dtted lines. M ixthe strips fr each tgether and place in an envelpe r paperclip them tgether. (Be careful nt t mix the tw s!) Writing fr the Real Wrld IB

13 Yu culd use d this activity in tw different ways: 1 Have students wrk in pairs t assemble the strips int an . Circulate t help ut. Check answers by having students read their cmpleted s alud. 2 Have students wrk in grups f eight. Give each student ne strip t memrize.then have students say their sentences t each ther, and stand in line in the crrect rder: i.e., the student with the first sentence is first, the student with the next sentence is secnd, etc. Check answers by having the students say their sentences in rder. As clsure fr either activity, ask students hw they chse which elements t put first, next, last, etc. Pint ut hw including thse elements helps the reader easilyfllw the message. 7 Writing task 7.1 Students may need t leave their seats and circulate arund the class t find partners they dn't knw well. If yu have an dd number f students, ask fr a vlunteer t write t tw partners. 7.2 Have students refer back t the ntes they made fr exercise 3 asthey write their .they can make additinal ntes abut thertpics in the page margins r n a separate sheet f paper. If pssible, have students d this exercise fr hmewrk r in a cmputer lab, and actually their partners. If practical, have them send a cpy t yu as well. Make sure they save a cpy f their wn in case they experience any delivery prblems. If yur students d nt have easy access, have them write the by hand in class r as hmewrk. Remind them t check their list f ideas, write their , and check spelling and punctuatin befre sending it. 7.3 If students sent their s in exercise 7.2, they shuld als respnd electrnically; have them save a cpy f their reply, and send a cpy t yu, if yu wish. Remind students t answer any questins that they have been asked, and t ffer similar infrmatin abut themselves in their reply. OPTIONAL ACTIVITY Students experience with ing in English T give students the pprtunity t talk abut their wn writing, ask students wh have saved s they have sent r received in English t bring sme examples in t class (see Intrductin, page 6). Bring sme s yu have sent r received yurself in case sme students dn't have any r frget t bring them t class. Have students share them in pairs r small grups. There shuld be at least ne per pair r grup but it is nt necessary fr every student t bring an . Higher-level classes culd wrk n several s in each grup. Write these questins n the bard: Wh were yu writingt? What were yu w riting abut? Why were yu writing? Have students ask each ther these questins abut the s they've brught in. Encurage them t make cmments and ask fllw-up questins. Circulate t help with vcabulary r questins. 14 Writing fr the Real Wrld

14 3 Cmpleting frms cmplete frms by hand cmplete frms n the Internet use capital letters Review Identifying the parts f an Write these terms n the bard: clsing header main bdy salutatin signature Have students wrk individually r in pairs t draw a sample with thse parts labeled (they dn t need t write actual wrds fr the bdy, but shuld write wrds fr the ther parts).then have students r pairs share their wrk with anther student r pair. Circulate t check accuracy. 1 Tw frms 1.1 Remind students that the purpse f this type f exercise is t sharpen their skills in skimming (reading smethingquickly t gain a general impressin). Have the students cverthefrm s and read the questins. Make sure that students knw what a frm is. Ask students hwthey wuld expect t find ut the infrmatin (i.e., find the wrd htel smewhere n the frm).then have students uncver the frms and skim them quickly.t encurage students t read quickly nlyfrthe infrmatin in the exercise, ask students t raise their hands as sn as they have the answers. When everyne has finished, call n a student t give the answers and ask Hw d yu knw? a 1 B (the wrd htel is in the heading) 2 A [Applicatinfrm is in the first line) b 1 A (it s an electrnic frm) 2 B (the respnses are written by hand) 1.2 Have students answerthe questins individually and then check answers in pairs. As they cmpare answers, have students pint t where in the frm they fund the answers. Check answers by calling n vlunteers. a Ruiz b Buens Aires c Twer Htel 1.3 Write tw headings n the bard, by hand and n a cmputer. Ask the class t think f situatins where they wuld fill ut frms by hand and n a cmputer. Write their answers n the bard in the apprpriate clumn. Sme situatins may fall int bth clumns. Next, g thrugh each situatin n the bard and ask students t raise their hand if they have ever filled ut a frm in that situatin. By lking arund the rm, students can get a gd idea f hw cmmn the different types f situatins are. Pssible answers d Tw nights e Suth Krea by hand: applying in persn f ra driver s license r visa; filling ut frms sent t yu as hard cpy by cmputer: buying prducts nline; setting up an accunt nline Writing fr the Real Wrld 15

15 2 Filling ut a frm by hand Read the Tip! bx with students and make sure they knwthe difference between uppercase (capital) and lwercase letters. 2.1 Explain that visitrs t the U.S. have t fill ut an I- 94frm, usually n the airplane r at the brder when they enter. Ask D yu think 1-94 frm s are filled ut by hand r n the Internet? (By hand.)ther\ put students in pairs t d exercise 1. Pint ut that this is a scanning exercise, where they are reading smething quickly t find specific infrmatin. Remind students t lk nly fr the five wrds mentined, and nt t read the entire frm wrd by wrd. Check answers by asking students t pint t the wrds in the frm, r by walking arund the class as they are wrking t check the wrds each pair underlined. 2.2 Have students wrk with the same partner t d this exercise.then check answers by asking vlunteers What des cmpleted mean? 1 b 2 a 3 e 4 c 5 d 2.3 Have students wrk alne t cmplete the exercise and then check their answers with a partner.then check the answers with the class. a T b F c F d T e T 2.4 Have students wrk individually r in pairs t answer the questins. If they wrked individually, have them check answers in pairs befre yu check answers with the class. a Watanabe b March c Japan d Tky e 339 Bnd St., New Yrk NY 112 FURTHER PRACTICE Have students wrk in pairs (r individually) t write additinal questins abut the frm.then put tw pairs (rtw students) tgethert ask and answerthe questins. Circulate while students are writing t help ut with frming questins and ideas. Sample questins: What's Ms. Watanabe'sfirst name? What yea r/day was she brn? What is her flight number? Where des she live? Where was her visa issued? When was her visa issued? Did she get n the plane in Osaka? Is she staying in Harlem? 3 Writing task i Have students wrk alne t fill ut the frm.they may use the infrmatin prvided r invent their wn.then have students wrk in pairs and ask each ther questins similar t the nes in exercise 2.4 and the Further practice activity. Wh i le students a re ta Iking, circulate t check answers.this is als a gd pprtunity t check students' ability t frmulate questins crrectly. 4 Registering nline 4.1 Read the chart alud t students r give them time t read it silently t themselves. Answer any vcabulary questins.then have students wrk alne t fill ut the chart. Remind them that if they use the ther c lumn they shuld write in what kind f frm it was. 4.2 Remind students that they shuld ask and answer questins abut each service and language. Have students switch partners at least nce and repeat the exercise until their questins and answers becme fluent. 4.3 Have students lk at the applicatin frm. Ask Where wuld yu see this frm? (n the Internet). Since this is a scanning exercise, tell students t wrk alne as quickly as they can t find the answers, and t raise their hands when they are dne. When everyne has finished, check the answers with the whle class. a twice b ne c the nes yu see in the picture 16 Writing fr the Real Wrld

16 G thrugh the frm carefully t answer any additinal vcabulary questins. Ask What is the registratin check fr? (T keep autmated cmputer prgrams frm creating accunts.) 4.4 Nw have students read the frm mre slwly and carefully, and wrk alne r with a partner t answer the questins. Check answers with the whle class. a T b F c F d F e F f T Talking abut accunts Write these discussin questins n the bard. Have students discuss in grups f fur-five r discuss with the whle class. Hw many accunts dyu have? Hw did yu get each ne? Which ne dyu check mst ften / least ften? Which address dyu use with yur friends /fam ily / teacher / shpping / ther? What features dyu like / dislike abut each accunt? Fr higher-level classes, teach the term spam (unslicited , usually advertising) and add the questin: Dyu get a lt f spam? Hw dyu handle it? If students discussed in grups, have smene frm each grup summarize sme interesting pintsfrthe whle class. If yur students are fam iliar with thers, write the URLs n the bard. Remind students that many free Internet services are available in several languages, but that fr this exercise they are t register in English. Ask students t print the registratin frms that they filled ut, if pssible. Yu may have students cmplete this task as hmewrk, r d it during class time if yu have access t cmputers. Nte: Even if students d the task n a cmputer, g thrugh the frm inthe bkfr any unfamiliar vcabulary. If sme f yur students d nt have Internet access, have them cmplete the frm inthe bk. If students chse t write infrmatin abut a real accunt they have r plan t set up, remind them nt t share their real passwrd in class I B K H f f J l S i W Have students wrk individually t write a True / False exercise similar t the ne in exercise 4.4 abut their wn registratin page. Have students wrk in pairs t d each ther's exercise. Cmparing registratin frms If yur students have Internet access, have them cmpare tw r mre free sites and answer these questins: Which frm was easiest t fill ut, and why? Which accunt seemed mre attractive? Which accunt laded the mst quickly? Which had the mst ads? Which dyu think wuld be easiest t use? What ther differences did yu ntice? Which wuld yu prefer t use f r yur primary accunt? Have students write theiranswers,and share the infrmatin in class in small grups. 5 Writing task 2 If all f yur students have cmputer access, have them register fr a free Internet-based accunt in English. Sme services include: ail.cm ail.swissinf.rg Persnal settings fr an accunt Use phtcpiable page C, page Give each student a cpy f the frm. Explain that this is the srt f additinal infrmatin ften asked fr when ne registers fr a free Internet accunt. G ver each categry with the class and answer any vcabulary r cntent questins.then have each studentfill utthefrm alne, using a cmbinatin f real and imaginary infrmatin. Writing fr the Real Wrld 17

17 2 Ask the class t generate questins t ask a partner abut each categry. Write the questins n the bard. What's yur name? What's yur Klmail address? D yu have any ther addresses? What are they? What time zne a re yu in? What language d yu speak /d yu want fr yur accunt? Hw ften dyu want t enteryur passwrd? Hw ften dyu want t change yur passwrd? What is yur hme address / phne number / cell phne num ber/fax number? Dyu want t receive infrmatin abut Klmail news and current events / special ffers and nline sales/etc. 3 Have students wrk in pairs t ask and answer questins abut the infrmatin n their frms. Have them change partners and repeat the exercise at least nce, r until students are asking and answeringfluently. 4 With higher-level classes, g ver each item and ask why the categry exists; i.e., Why des Klmail want a different accunt? (in case there is a prblem with the Kmail accunt), etc. Encurage students t discuss the reasns fr selecting a given time zne, entering their wn passwrd frequently, changing their passwrd, receiving news r advertisements frm Klmail,etc. 18 W ritingfrthe Real Wrld

18 4 Thanking w rite frmal and infrmal thank-yu s recgnize and use frmal and infrmal w riting styles Review Filling ut frms Write these wrds and phrases frm Unit 3 n the bard: capital letters, cmpleted,cntact infrmatin, cuntry f citizenship, fam ily name, frm, gender, given name, legibly, lwer-case letters, mailing address, natinality, ccupatin, passwrd, present (verb), print, register, secret questin Have students wrk in pairs r small grups and take turns giving a definitin r explaining ne f the wrds and phrases withut saying what it is.the partner r ther grup members guess the wrd. Give an example by ging first and explaining ne term fr the class, e.g., It means fin ish e d r "dne"(cmpleted). 1 Tw s Befre students begin the exercise, check t make sure that they knw what/rma/ (mre plite; fr business situatins) and infrmal (mre casual; between friends) mean. 1.1 Give students time t read each silently. Answer any vcabulary questins. Make sure students understand that bth s were written by the same persn. 1.2 Have students answerthe questins alne,and then check answers with a partner.then check answers arund the class. Fr each ne, ask Hw d yu knw? and have vlunteers explain in wrds r pint t the sectin in the s that prvides the answer. It is nt necessary t g ver every frmal / infrmal difference at this pint, since the differences will be discussed mre fully in further exercises. Instead, have students lkfrthe general tne and feel f the s. a B (it's less frmal; he uses herfirst name,etc.) b A (it's mre frmal; he uses phrases likeyur teaching career) c A, B (they bth cntain phrases like thankyu and thanks) d A (bth sentence style and vcabulary are mre frmal; cntrast Thankyu very much with Thanks) e B (bth sentence style and vcabulary are less frm al; cntrast Sincerely w ith See yu) 2 Frmal r infrmal? Ask students What makes a writing situatin frm al? Accept any reasnable answers (writing t smeneyu dn't knw; writing t smene lder than yu are; writing t smene with a higher scial r wrk status than yu; asking f r a big fa v r-even frm smeneyu knw well). Have students wrk in pairs r small grups. Encurage them t discuss each situatin and agree n an answer befre checking a bx. If pssible, have students explain w hy they made each chice. Check answers arund the class. a infrmal b frmal c frmal FURTHER PRACTICE d infrmal e frmal Write tw clumns n the bard f rm a l and infrmal. Have students wrk in grups t cme up with sme specific w riting situatins fr each categry.then have Writing fr the Real Wrld 19

19 a representative frm each grup write the ideas n the bard in the crrect categry, r call n grups t read their answers and write them yurself. Ask students Why wuld it be bad t use infrmal language in a frm al situatin? (Because it might seem rude; because it wuld give the receiver a negative impressin f the sender.) Why wuld it be bad t use frm a I language in an infrmal situatin? (Because it might seem arrgant, cld, r unfriendly) Nte: In English, writing is usually mre frmal than speech. Fr example, in an American university, prfessrs and students may speak rather infrmally in class. Hwever, the student wuld still be expected t use a frmal tne in writing papers and s. Hwever, a prfessr might use a mre infrmal style t a student. 3 Salutatins 3.1 G ver the Language fcus bx with the class befre they start the exercises.the examples are in American English,s if any f yur students will be using British English, have them check page 13 f the Student Bkfr sme cmmn differences. Additinal infrmatin n salutatins and clsings can be fund n pages Ask students Why are salutatins imprtant? Accept any reasnable answers. (They shw that the letter is beginning; they welcme the reader; they set the tne f r the letter, by shwing whether it is frm a I r infrmal.) 3.2 Have students wrk alne t d the exercise. Call n vlunteers t check answers, and write them n the bard. a Dear Mr. Anderssn, b Dear Dr. Frd, c Dear Ms. Davis, d Dear Prfessr Hasegawa, / Dear Dr. Hasegawa, At this pint,yu culd explain the differences amng titles fr wmen: Mrs. (fr married wmen wh use their husband's surname);miss (fryung and / r unmarried wmen); and Ms. (fr all wmen, married r unmarried). Pint ut that it is usual t use Ms. in all cases, unless yu knwthat a particular wman prefers Mrs. r Miss. Hwever, n ne shuld be ffended by Ms., s it is always a safe chice. University prfessrs wh have earned a Ph.D. degree, medical dctrs, and dentists are generally addressed as Dr. (whether male r female). Culture nte: In the UK, dentists and surgens use'mr' nt'dr'as a title. 3.3 Have students wrk alne t d the exercise. Call n vlunteers t check answers, and write them n the bard. Write mre than ne answer fr each, if students can suggest ne. Suggested answers a Hi Henry! Dear Henry, b Hell Mary! Dear Mary, 4 Clsings 4.1 Ask Why are cmplimentary clsings imprtant? Accept any reasnable answers. (They let the reader knw the letter is finished; they clse the letter with the apprpriate tne.) Have students wrk alne t cmplete the exercise. Then check answers arund the class. c Hi Gina! Dear Gina, d HellJun, Dear Jun, a F b l c F d l e l f F 4.2 Have students wrk alne. Call n vlunteers t write their clsings n the bard; the class says whether the clsings are frmal r infrmal. will vary. 5 Frmal and infrmal writing styles 5.1 G ver the chart with the whle class. Pint ut that these differences exist n a cntinuum;fr example,frmal writing tends t have mre cmplete sentences and infrmal writing tends t have mre incmplete sentences.there is, hwever, rarely a sharp divisin in w riting between frmal and infrmal. Have students wrk with a partnertfind examples f the frmal and infrmal elements. Askthem t highlight r underline the examples and label them. Then have each pair cmpare answers with anther pair. will vary. As students cmpare, circulate t answer questins. 2 Writing fr the Real Wrld

20 5.2 Have students wrk alne r in pairs t classify the sentences. Make sure they understand that each pair f sentences expresses the same meaning; the difference is in the level f frmality.then check answers with the whle class. a I i F b F j I c F k I FURTHER PRACTICE d I F e F f I g I h F Fr additinal writing practice, have students write the tw cmplete s in exercise 5.2 n a separate piece f paper, and add a suitable salutatin and signature. 5.3 Have students wrk alne r with the same partnerfrm 5.2 t cmplete the exercise. Pint ut that there can be mre than ne example f the descriptins. 1 g.j 4 d,f,j 2 a,d,j 5 k 3 b, c, e, g, h,i, I OPTIONAL ACTIVITY 1 Text message and abbreviatins G ver the Tip! bx with the class. Write these questins n the bard, and put students in small grups t discuss them: Why d peple use and text messaging abbreviatins? D yu think they are easy t understand? Are they frmal r infrmal? W hdyu knw wh uses the m st/the least abbreviatins? Hw ften dyu use abbreviatins? Which nes dyu use? Appint a student in each grup t take ntes, and when the grups have finished, call n the ntetakerin each grup t share interesting bservatins with the whle class. OPTIONAL ACTIVITY 2 cn u trnsl8 a txt sa? / Can yu translate a text essay? Use phtcpiable page D, page 77. Use this humrus activity t prmpt a discussin n the veruse f infrmal abbreviatins and cdes that make a message easier fr the writer t write, but hard erfrthe readert understand. Have students wrk in small grups and give each grup a cpy f the phtcpiable page.tell them it is an essay written in text language by a 13-year ld high schl girl in Sctland. Explain that it was written in extremely infrmal text messaging English, and that they must try t translate it int regular English. Pint ut that the essay is prbably a jke; nrmally peple dn't use s many abbreviatins in any message, and they are mre cmmn in text messaging than in . In a schl essay, nne f the abbreviatins wuld be apprpriate! T help students get started, translate the title f the activity as an example. Have students first g thrugh the essay quickly and write ut in full any abbreviatins that they can easily wrk ut.then have them wrk thrugh the mre slwly, and as they wrk, write the clues belw n the bard, ne r tw at a time; these are wrds that appear in the essay, in alphabetical rder, w ritten in regular English: as sn as pssible at any rate brther business as usual (a nrmal rutine) cmplete waste f time decided face t face girlfriend I dn'tthinks! mates ( friends" in British English) middle f nwhere (an islated regin) New Yrk parents peace and quiet Sctland screaming kids sheep and muntains what yu see is what yu get After 1 minutes, let each grup cmpare prgress with anther grup. After 2 minutes (unless a grup finishes first), read the translatin alud slwly. Cngratulate every grup fr hw much they were able t translate. Writing fr the Real Wrld 21

21 Answer My summer hlidays were a cmplete waste f time. Befre, we used t g t New Yrk t see my brther, his girlfriend, and their three screaming kids face t face. I lve New Yrk. It s great. But my parents were s wrried because f the terrrism attack n September 11 that they decided t stay in Sctland and spend tw weeks up nrth. Up nrth, what yu see is what yu get: nthing. I was extremely (very very very) bred in the middle f nwhere. Nthing but sheep and muntains. At any rate, my parents were happy.they said that it culd be wrse, and that they were happy fr the peace and quiet. I dn t think s! I wanted t g hme as sn as pssible, t see my friends (mates) again. Tday I came back t schl. I feel very saintly because I have dne all my hmewrk. Nw it s business as usual... FURTHER PRACTICE Students (r grups f students) culd write a similar shrt message using text abbreviatins that they knw, and bring them t a class fr ther grups t translate. 6 Thanking 6.1 Have students wrk alne t cmplete the phrases, and then check their answers with a partner.check answers arund the class. Pint ut that in each case the writer has added a sentence after the thanks t explain hw helpful the reader has been.this makes the thanks seem mre sincere. a I am w ritingtthankyu Thankyu very much b Thanks Thanks a lt 6.2,6.3 Have students wrk with the same partner t rewrite the s. Befre they begin, ask Wuld yu be frm al r infrma I with yur teacher? (Frmal.) Wuld yu be frm a I r infrma I with a gd friend? (Infrmal.) Ask students t recall hw a reader might feel ifsh e /h e received a letter that was t infrmal r t frmal.tell them that the letters in exercises 6.2 and 6.3 are nt written apprpriately.then have students rewrite the s n a separate sheet f paper. Have each student write ne , but remind them that bth students shuld cntribute t rewriting the . When students have finished, put tw pairs tgether t cmpare results. Call n a few students t read their finished letters alud, r have sme students write their letters n the bard. Remind students that there is n single crrect way t rewrite each letter. 7 Writing task 1 Students can d the exercise in class r as hmewrk. Befre they begin, g ver the instructins. Pint ut that the phrases in the bk are just ideas, and that they can either turn them int cmplete sentences r just use them t help think f their wn sentences. Have the whle class brainstrm different ways f writing ne sentence, s that students can see hw much variety is pssible. Fr exam pie, yu enjyed (the party) very much culd be expressed as I enjyed it very much; I had a great / wnderful time; The party was very enjyable; etc. Have students write their n a separate sheet f paper. When they have finished, have students share their s in small grups. Have them nte similarities and differences amngtheir letters. D they thinkthe letters were apprpriately frmal? If yu have time, cllect the s t check individually. 8 Writing task 2 Students can chse the same situatin r a different ne and write an infrmal n a separate sheet f paper. As abve, have the students share their finished s in small grups, and nte similarities and differences and infrmal expressins and style. If yu have time, cllect the s t check individually. 22 Writing fr the Real Wrld

22 5 Requesting infrmatin IN THIS UNIT, STUDENTS LEARN HOW TO: learn hw t w rite a shrt letter requesting infrmatin learn hw t rganize a business letter Review Writing thank-yu sentences Write these cues n the bard: a dinnerparty lend meyur laptp help with my hmewrk Have students write as many different thank-yu sentences as they can in five minutes.then have them share their sentences with a partner.the partner shuld say w hetherthe sentence isfrm al r infrmal. 1 A letter 1.1 Review parts f a letter by asking students t pint t these sectins: salutatin, clsing, sender s address, w riter s address, signature, date, main bdy 1.2 Have students wrk in pairs t answerthe questins.then call n vlunteers t check the answers. a Hme and Away. b She is writing t a cmpany and she des nt knw the name f the persn she is writing t. c Internatinal Student magazine, d She wants the cmpany t send her a cpy f their latest catalg. 2 Organizing a letter Ask students Are business letters frm al r infrmal? (frmal) Why is it helpful t use the sam efrm at when yu write business letters? Accept any reasnable answers (s the reader can easily lcate infrmatin; s they re faster and easier f r the writer t write). Have students wrk in pairs t cmplete the exercise. Then have pairs cmpare their answers. Circulate t answer questins and check answers. Answer Raddiffe Cllege f Art 15 28th St. NE Washingtn, D.C. 218 USA February 6,24 DearSirr Madam, Amanuma Kawage-ku Saitama Japan I am thinking f studying digital media design in the U.S., and I was interested in yur advertisement in a recent issue f "Art in America magazine. Wuld yu please send m eyurlatest catalgand tuitin details? Thank yu in advance fr yur help. Sincerely yurs, JirTanizaki 3 Salutatins 3.1 Ask students When wuld yu write a letter t smene whse name yu dn't knw? Accept any reasnable answers. (The first tim eyu write f r infrmatin frm a cmpany; when the cntact infrmatin given n a website is nly a jb title.) G ver the infrmatin in the Language fcus bx with the class. Pint ut that when yu are using a jb title instead fthe name,yu nrmally capitalize the first letter f each wrd (Apple Cmputer). Writing fr the Real Wrld 23

23 Have students wrk alne t write the salutatins.then have students cmpare answers with a partner. a Dear Publicity Department b Dear Alpha Systems c Dear Persnnel Manager d Dear Super Fds 4 Giving a reasn 4.1 Have students wrk in pairs t match the sentences t the pictures. Check answers by asking Which picture ges with sentence 1? Hw d yu knw? etc. the I in the secnd sentence; in this case, they wuld nt use a cmrna befre and (as it is nt written when jining tw sentences with the same subject when the subject is nt repeated). b I am planningt travel in Eurpe next summer, and I m very interested in the grup turs n yur website. c la m a Cmputer Studies student at Taipei University, and I was very interested t read abut yur new security sftware in Time magazine. d I wuld like t pursue a career as a flight attendant, and I was interested in the jbs n yur website. 1 b 2 d 3 c * 4 a 4.2 Have students wrk in pairs t put the sentences in the crrect rder. Hwever, bth students shuld write the crrect sentences in their bks. Check answers by calling n vlunteers t read the sentences alud. a I sawyur advertisement fr intensive curses in the Straits Times. b I m very interested in the grup turs n yur website. c I was very interested t read abut yur new security sftware in Time magazine, d I was interested in the jbs n yur website. BB THE CE Have students wrk in pairs t write new sentences at least seven wrds lng. Circulate and help as students wrk.then have them scramble their sentences as in exercise 2, and exchange with anther pair, wh unscramble the sentences. 4.3 Have students wrk alne r in pairs t match the sentences. If they wrk in pairs, they shuld still write the answers individually. Check answers by calling n vlunteers t read the sentences alud. Remind students that they need a cmma befre the and. Higher-level classes culd be tld that they can mit 5 Requesting infrmatin Ask students What des request"mean? (T ask smene t d smething.) Pint ut that in English,yu use frmal language t make requests t a persn r rganizatin yu dn't knwwell; but yu als use frmal r plite language t make a large r difficult req uest f smene yu knw well. G ver the language in the chart, and answer any vcabulary questins. Pint ut that these are all plite requests. Have students wrk alne t write tw requests fr each situatin. Have them check t see that they are using crrect punctuatin at the end f the sentence. Then check answers by calling n vlunteers t read their sentences alud. a Culd yu please send meyur latest brchure? Wuld yu please send meyur latest brchure? Please send meyur latest brchure, b Culd yu please send me a curse catalgfr yur university? Wuld yu please send me a curse catalg fr yur university? Please send me a curse catalgfryur university. c Culd yu please send me details f yur English curses? Wuld yu please send me details f yur English curses? Please send me details f yur English curses. 24 W ritingfrthe Real Wrld

24 d Culd yu please send me sme infrmatin abut yur prducts? Wuld yu please send me sme infrmatin abut yur prducts? Please send me sme infrmatin abut yur prducts. 6 Writing a cnclusin Ask students Why is it imprtant t write a cncluding sentence? Accept any reasnable answers. (T let the reader knw the letter is ending; t clse the letter plitely; t thank the reader; t make a fin a l request f r actin.) Have students wrk in pairs t identify the cncluding sentences. b,e,f Fr the sentences that are nt cncluding sentences, ask students t say where in the letter they might appear.(they wuld all appear in the main bdy prbably near the beginning.) Scrambled letters Use phtcpiable page E, page 78. Cutut each sentence,and mix them tgether. In large classes, have students wrk in grups f 14, and give each student ne strip f paper. In smaller classes, students can use ne letter and wrk in grups f seven; higher-level students culd receive tw cnsecutive sentences. Fr larger classes, make tw cpies f the phtcpiable page and use ne r bth letters twice. Have students memrize their sentences, and then put the sentences face dwn n their desks. Lwer-level students culd keep the sentences with them fr reference.then have students stand and circulate. When they meet anther student, they say their sentence. If they think their sentences cme frm the same letter, they stand tgether. If they thinktheir sentences cme frm different letters, they mve n t talk t ther classmates. When a grup thinks they have all the sentences frm their letter, they shuld put themselves in rder. Check by asking grups t recite their letter ut lud, starting w ith the salutatin. Nte: Each cncluding sentence and clsing wrks with either letter. Variatin Have students wrk in pairs. Give each pair all f the sentences frm bth letters, and have them wrk tgether t cmplete the tw separate letters. Check answers by having a vlunteer read each letter alud. Have each student chse ne f the letters, and write it ut in prper frmat. Have them add their wn address and the crrect date. Write these cmpany addresses n the bard frthem t use: Creative Learning Incrprated 417 Harringtn Rd. Melburne Victria 3 Science Fictin Jurnal 14 Buena Vista Blvd. Santa Clara, CA 9431 Dear Creative Learning Incrprated, I fund yur website n the Internet and was very interested in yur science tys. Culd yu please tell me which f yur kits wuld be interesting fr a nine-year ld girl? She likes nature and cmputers. Can yu ship prducts in tim e fr Christmas? I hpe t hear frm yu sn. Best wishes, (yur name) Dear Science Fictin Jurnal, I am a student at Central State Cllege. My majr is creative writing, and I am very interested in science fictin. Please send me details f hwt submit a shrt stry t yur magazine. Culd yu als tell me hw t subscribe t Science Fictin Jurnal? I lk frward t hearing frm yu. Sincerely, (yur name) Writing fr the Real Wrld 25

25 7 Writing tasks n w 7.1 This can be dne in class r set fr hmewrk. Have students write their letters ut in lnghand, type them with a wrd prcessr, r have them a cpy t yu (r t themselves, and have them print a cpy). Remind students t use the crrect frmatting, chse a plite salutatin, give a reasn fr writing, make a request, write a cnclusin, use a plite clsing, and sign the letter. 7.2 With the whle class, discuss briefly where they culd find advertisements r infrmatin abut rganizatins that interest them.they shuld use English-language surces.this writing culd be dne in class r set fr hmewrk. Have students share their letters with a partner. Ask them t pint ut the main parts f their partner's letter (sender's address, their address, salutatin, bdy, cnclusin, clsing, and signature). Creating scrambled letters Have students use their letters frm exercise 7.2.They shuld rewrite each sentence individually with n indentatins, skipping a line between each ne, t allw space fr cutting up (like Phtcpiable Page E n page 78). Students wrk in pairs.they cut their letters int strips, with ne sentence per strip.they shuld als remve ne sentence.they give the remaining strips t their partner, wh recnstructs the letter and writes the missing sentence. Students check their letters with each ther, and shw the sentence that they remved and cmpare it with the ne their partner wrte. 26 Writing fr the Real Wrld

26 Review 1 Units 1-5 IN THIS UNIT, STUDENTS REVIEW writing and replying t shrt s requesting infrmatin cmpleting frms frmal and infrmal language using abbreviatins and emticns 1 Writing t a keypal 1.1 Tell students they are scanning t find the main idea.they shuld read Amy's as quickly as pssible t find the right answer. Have students raise their hands as they finish s yu can tell when the class is dne.then call n a vlunteer t give the answer. Have students underline r pint t the sentences that shw the answer. (I'd like t ask yu a favr; Can yu tell m e...) Answer a 1.2 Have students wrk alne r in pairs t find the mistakes and circle them.then call n vlunteers t tell yu what the mistakes are. Students crrect the mistakes in exercise 1.3, s d nt crrect them here. Nte: The title f the mvie Spirited O ff is als a mistake, but will be explained in exercise 4. If any f yur students spt it while ding this exercise, tell them that it is nt ne f the mistakes referred t here. japanese Hw a but yu! freinds 1.3 Have students wrk alne r in pairs t make the crrectins. Make sure they write the cmplete sentence in which each mistake ccurred. a Re: Japanese mvies -1 really like Princess Mnnke. b Hw abut yu? c This weekend I'm ging n a trip with sme friends frm schl. Ask the class Are these frm al r infrmal s? Hw dyu knw? (They're infrmal, because f phrases like "Hi Hirshi" "Bye f r nw", and "Yur frien d ) It's likely that Hirshi (in Japan) and Amy (in the U.S.) have never met, but they are bth students and have clearly written t each ther befre (there are n selfintrductins). Pint ut that infrmal letters can still be plite: Amy and Hirshi, even thugh they are bth busy, still take the time t ask plite questins (Hware yu? Hw a re yu ding?) and write salutatins and clsings fr their s. 1.4 Have students wrk alne r in pairs t cmplete the . Encurage students t write the entire sentence, and nt just the letter, int the . Check answers by calling n a vlunteer t read the cmpleted alud. Nte: The crrect title f the film in English is Spirited Away. I d 2 b 3 a 4 c Writing fr the Real Wrld 27

27 OPTIONAL ACTIVITY Predicting Hirshi's respnse Have students wrk in pairs r small grups. First, have them brainstrm what Hirshi might write in his next t Amy. With lwer-level classes, have grups share their ideas with the whle class at this pint. (He will give her the name f the mvie in Japanese r crrectly in English; he will tell her abut his trip with his friends; he might ask her hw her class prject went.) Then have each grup write Hirshi s respnse. Only ne student in each grup needs t write the , but everyne shuld cntribute ideas.then cmbine tw pairs r grups t share their s, and ask them t ntice similarities and differences. If yur class is nt t large, call n smene frm each grup t write their n the bard. Alternatively, have students pin their letters t a bulletin bard; give the class time t circulate and read them. 4 Pairwrk dictatin 4.1 Read the instructins with the class. Give ne student an example sentence (Hwareyu ding?), and have him / her dictate it t yu. Write the sentence n the bard as the class watches. Use sme f the questins frm the Useful language bx t demnstrate hwt use them.then put students in pairs t d the dictatin. Befre they begin, ask all the Student As and Student Bs t raise their hands in turn, s that it is clear that all the students knw their rles. Have the Student As turn t page 15 and read the first sentence t their partners. Student A culd read all his / her sentences first, and then Student B; r they may take turns reading and writing. Students check their answers in exercise Have students check answers by cmparing bks. If any mistakes were made, see if they can articulate what the prblem was (/ thught yu said etc.). 2 Cmpleting frms Have students wrk alne t cmplete the frms. Pint ut that they will usea mixture ftrueand imaginary infrmatin, as needed (remind them nt t put dwn persnal infrmatin that they wuld nt want t share with classmates). When students have finished, have them cmpare infrmatin in pairs. Circulate t help and answer questins, if necessary. Since students use their wn infrmatin t cmplete the frm, answers will vary. 3 Frmal r infrmal? Ask the class t summarize what makes a situatin (in writing) frmal. (Writing t smene yu dn t knw; writing t an rganizatin instead f a persn; requesting a big r difficultfavr.) Then have students d the exercise alne. Have them check answers in pairs, with ne student reading the first line and the ther readingthe secnd line.circulatet reslve any disagreements. 1 frm al; b 4 frmal; b 2 frm al;a 5 infrmal; b 3 infrmal; b FURTHER PRACTICE Have students lk thrugh Units 1-5 and chse three r fur mre sentences fr pairwrk dictatin. Wrking with new partners, they shuld repeat exercise Wrd puzzle Have students wrk in pairs t cmplete the puzzle. Check answers by calling n vlunteers t spell the wrds alud r by having vlunteers write the answers n the bard. a frm d infrmatin b passwrd e dear c sincerely f last Dear Sir r Madam is a frm al salutatin. 6 Writing and culture: shrt cuts Read the Tip! bx with the class. 6.1 Have students d this exercise individually as a scanning exercise.tell them they shuld find the abbreviatins and emticns as quickly as they can. Have students raise their hands when they have 28 W ritingfrthe Real Wrld

28 finished. Ask students hw many abbreviatins and emticns they have fund and then have them cmpare bks with a partner t see if they fund the same nes. 6.2 Have students wrk in pairs. Encurage them t lk back at the letter and find each abbreviatin and emticn in cntext again. Check answers by asking What des (a) mean? Have students read the entire slwly and carefully In pairs, have students write cmprehensin questins abut the . Give ne r tw examples if necessary (Wh wrte the letter? What des Leslie want Jasmine t see n the website?). Then put tw pairs tgether t ask and answer questins. Circulate while grups are wrking t help ut. a 2 b 6 c 5 d 1 e 3 f 4 Have students wrk with a partner (r small grup, especially if sme students are nt very fam iliar with ) t make a list f abbreviatins and emticns that they knw.then put pairs r grups tgether t share and discuss their lists. Writing fr the Real Wrld 29

29 6 Getting details 1N THIS UNIT. STUDENTS LEARN HOW write an t a hst family answer an frm a future visitr use the reply functin askyes/nand w/?-questins answer questins, and make suggestins and recmmendatins 1 An t a hst family 1.1 This is a skimming exercise. Have students read t find the answers as quickly as they can. Have them raise their hands when they finish. Call n a vlunteer t give the answer, and ask the class t pint t the part f the letter that gives this infrmatin (where Kurt writes I still have a fe w questins and then asks the questins). Answer c t ask fr sme infrmatin 1.2 Give students time t reread the letter slwly and carefully.then have them either wrk alne and write the answers t the exercise in their bks rwrk in pairs t ask and answer questins rally. Check answers by calling n vlunteers. a Yes, he is. b Yes, he has. c Yes, he des, d N, he desn't, e N, he isn't. wrk individually t mark their answers. ( will be checked after the next exercise.) 2.2 Put students in pairs r small grups t discuss their answers. Encurage them t explain why each questin is r is nt OK, r in what circumstances it wuld be pssible. Pairs r grups shuld thinkf new questins tgether, but every student shuld write them dwn. When they have finished, bringthe class tgether t g verthe answers and share new apprpriate questins. Ifyurclass is nt t large, write the new questins n the bard. a X b / c? (it depends n hw busy the family is) d / e / f X g X h X i / j? (it depends n hwthe ld the hmestay student is) 2 Apprpriate questins 2.1 Explain the meaning f apprpriate (an apprpriate questin here means ne that is prper r plite t ask). Read the instructins and then the questins with the class and answ erany vcabulary questins. Students 3 Questin frms 3.1 Give students time t study the Languagefcus bx Explain that wh- questins are askingfr infrmatin, and als include questins that begin with Hw. 3 Writing fr the Real Wrld

30 Have students wrk individually t write the questins. Pint ut that they will need t change the rder f the wrds slightly s that the questins begin with an auxiliary verb (is/are, d/des, r can), and remind them t begin with a capital letter and end with a questin mark. Students answerthe questins using t h e / r / c u e. Have students cmpare their questins and answers with a partner.then check answers by calling vlunteers t the bard t write the questins. Make any necessary crrectins n the bard. a Is it OK t smke in the huse? N, it isn't, b D I need t bring warm clthes? Yes,yu d. c Is there a swim m ing pl in the neighbrhd? N,there isn t, d Can I use the lcal library? Yes,yu can. e Are there any bars in the area? N,there aren t. questins.tell students t circle the name f the fam ily they will stay with, r write the details f an imaginary family. 4.2 Answer any vcabulary questins abut the tpics. Have students w rite questins individually. Variatin A sfaras pssible, grup students by the fam ily they plan t visit (but dn t make grups largerthan fur students) and have them rally brainstrm questins t ask.then have students write the questins individually. Call n students t read alud sme f the questins they wrte. If yu have a large class, let students share their questins in grups. 5 Writing task 1 Have students re-read Kurt s n page 36 and their wn ntes frm exercise 4. Students can write their n a sheet f paper if cmputers are nt available. If pssible, have students write their letter as an actual and send it t yu rthemselves. Variatin Tell students t answerthe questins by imagining what they wuld say t a visitr staying in their wn (r their parents ) hme. 3.2 Students wrk individuallytw ritethequestins. Lwer-level classes can wrk in pairs. Have students cmpare their questins with anther student r pair befre yu check the answers. Call n vlunteers t cme t the bard and write the crrect questins. Ask the class t tell yu hw t make any necessary crrectins n the bard. a When is the last train? b W herecan I play tennis? c W hattyp e f clthes shuld I bring? d Wh shuld I see / ask abut English classes? e What d I need t rent a car? 4 Yur t a hst family 4.1 Give students time t study the phtgraph and the chart. Encurage them t pick a lcatin that they d nt knw much abut, s it will be easier t think f 6 Replying t questins 6.1 Bks clsed. Ask the class Hw d yu reply t an ? Accept all reasnable answers.then with bks pen g thrugh the three ways t reply t an message. (Students may als say"usethe reply functin but erase all f the riginal message.) G ver the nte abut Re:. Pint ut that peple smetimes use Re: t mean "abut (subject) even if it is nt a respnse t a previus This is a skimming exercise, s ask students t read as quickly as pssible t find the answ ertthe questin. Have students raise their hands when they are dne. Call n a student t give the answer and explain hw he r she culd tell (the student shuld pint t the lines with the arrws that shw the cpied parts f Kurt s ). Answer She uses the reply functin, and includes sme f the ther Give students time t read the again, slwly and carefully. Answer any vcabulary questins. Have students answ erthe questins alne and then check Writing fr the Real Wrld 31

31 answers in pairs. G ver answers with the whle class. Ask students t crrect false statements. F (Mrs. Planski will pick Kurt up.) T F (There isn t a lcal sccer club near the Planskis.) Replying t s Have students wrk in small grups. Write these discussin questins n the bard: Think abut the methds f replying in exercise 6.1. What are the advantages and disadvantages f each style? Which d yu use mst? Hwdyu like peplet reply t yu? Hw sn shuld smene reply t an after they receive it? When is it OK nt t reply? Ask ne student in each grup t recrd the grup s ideas. When the grups have finished discussing, ask the ntetaker t share sme f the grup s ideas with the whle class. Allw time fr additinal discussin with the whle class. 7 Answering questins 7.1 Give students time t read all the questins and answers, r read them alud t the class. Answer any vcabulary questins. Students wrk individually r in pairs t match the questins and answers, and then check answers with anther student r pair. Check answers by calling n pairs f students t read alud each questin and answer. When students have made any necessary crrectins, have them read all f the questins and answers in pairs. a 2 b 1 h 6 c 5 d 8 e 7 f 3 g G ver the Useful language bx. Have students first ask and answer each questin rally, taking turns. Then have each student write answers abut his r her hmetwn. 7.3 Students can cmpare replies by reading their answers frm exercise 7.2, r by asking the questins frm exercise 7.1 and giving their wn answers. Give students time t cmpare similarities and differences in their replies. 8 Writing task Help students find an apprpriate partner. Students shuld write dwn the name, city (and if necessary, the cuntry) ftheir"hstfam ily.then give students time t wrk individually t make ntesabut what they ask and then write an . If pssible, have students write an actual ; hwever, they can write n paper if cmputers are nt available. 8.2 Ask students t think abut what style f replying wuld be best. If pssible, have them send an actual electrnic reply. If nt, they shuld reply n paper (the riginal letter shuld be clipped r stapled t the reply). 8.3 Help studentsfind apprpriate peple t talkt (students can wrk in pairs r small grups). Ask students t make ntes abut similarities and differences in the replies they received, and share these ntes with the whle class. Ask the freign students if they were satisfied with the replies they received. Were any answers surprising? Ask students t explain any dissatisfactin r surprise. OPTIONAL ACTIVITY A chain f s Use phtcpiable page F, page 79. Make ne cpy f the phtcpiable page fr each student. Cut each page int fur sectins. Tell students that they have tw s frm a student t a hst family and tw s frm the hst t the student.they need t figure ut which was written first, secnd, third, and furth. When students have put the s in the crrect rder, have them cmpare them with a partner, and explain hw they made their decisins.then have students add a salutatin, clsing, and any ther infrmatin they wish (e.g., a shrt greeting r cnclusin). Finally, have each pair jin anther and share their s. Yu culd als call n vlunteers t read each alud. 32 Writing fr the Real Wrld

32 1 I hpe yu and yur family are fine. I m getting really excited abut my trip t Califrnia. 1wanted t let yu knw I made my plane reservatin tday. I ll be arriving in Ls Angeles n June 3 at 2:45 p.m. Culd yu tell me hw t get t yur huse? 2 > I ll be arriving in Ls Angeles n June 3 at 2:45 p.m. Thanks fr the infrmatin. Culd yu tell me the flight number? > Culd yu tell me hw t get t yur huse? Please take a shuttle t the Hyatt Regency htel in Lng Beach. Then call me, and I ll cme pick yu up. Did I send yu my cellphne number? 3 Re: my flight number: it s UAL 264. >Please take a shuttle t the Hyatt Regency htel in Lng Beach. I m srry, I dn t knw what a shuttle is. Is it a bus? Als, will I need t change mney at the airprt t pay fr the shuttle? Hw much will it cst? > Did I send yu my cellphne number? Yes, I have it. 4 >l m srry, I dn t knw what a shuttle is. Is it a bus? It s nt a bus. A shuttle lks like a van (a large car). Yu ll see signs at the airprt fr the shuttle stps. There are several different shuttles, s ask which nes g t Lng Beach. >Als, will I need t change mney at the airprt t pay fr the shuttle? Hw much will it cst? Yes, yu shuld change sme mney (r get sme dllars befre yu cme). The shuttle will cst abut $15 r $2. Yu shuld tip the shuttle driver $2.. Let me knw if yu have any mre questins. I m lking frward t seeing yu! Writing fr the Real Wrld 33

33 7 Inviting and arranging t meet IN THIS UNIT, STUDENTS LEARN HOWTO: write an invitatin suggest when and where t meet accept and refuse an invitatin write days, dates, and times use the present cntinuus and simple present tenses write abut the future Review Answering an Write this sample n the bard: Dear (name f student in yur class), I was absent last time. What did we learn in class? Yur classmate, (name f student in yur class) Have students wrk in pairs. Ask them t write a reply t this in tw different ways. If they are ging t include any f the riginal they shuld write that ut cmpletely.then put pairs tgether t cmpare their replies. 1 An invitatin 1.1 Give students time t read the silently, r call n a student t read it alud. Answerany vcabulary questins. 1.2 Have students d the exercise alne and then cmpare answers with a partner. (Make sure they understand the questins and answers are nt scrambled.) Then check answers arund the class. a Wh b Where c What d Why e When URTHER PRACTICE Students wrk in pairs. Student A cvers exercise 1.2. Student B gives the answers frm exercise 1.2, and Student A says the questin.then Student A asks the questins, and Student B clses the bk and answers frm memry. 2 Talking abut the future 2.1 G ver the Language fcus bx. Have students wrk alne t find the sentences in the . Pint ut that there is mre than ne sentence fr bth a and b. Let them cmpare answers with a partner befre yu check answers with the whle class. a I hpe yu're enjying New Yrk./Are yur English classes ging well? b Are yu ding anything Saturday evening? / We're having a party at my apartment. 2.2 Have students wrk in pairs. Ask them t explain t each ther hw they knew they answer (i.e., cues like n Sunday; right nw). a F b F c P d F e P 2.3 G ver the Language fcus bx.the simple present is used t express habitual r repeated actins as well 34 Writing fr the Real Wrld

34 as general truths. Schedules and timetables fit bth f these categries. Have students wrk alne t cmplete the exercise and then cmpare answers with a partner. Check answers by calling n vlunteers t read the sentences alud r write them n the bard. a begins d d es/pen b leaves e d / clse c arrives FURTHER PRACTICE If yur students need mre practice with the simple present, write these statements n the bard. Students shuld write questins usingthe cues prvided. When all f the students have written the questins, g ver the answers and erase the statements frm the bard. Students then write answers t the questins, giving true infrmatin. 1 I cme frm France, (where) 2 My English class is tw hurs lng, (hw lng) 3 I m twenty-ne. (hw ld) 4 I m a student, (what / d) 5 N, I m nt. I m Krean, (are) 6 My English class starts at 2:3. (when) (students answers t the questins will vary) 1 Where d yu cme frm? 2 Hw lng isyur English class? 3 Hw ld are yu? 4 What dyu d? 5 Are yu (Chinese)? 6 When des yur English class start? 3 Days, dates, and times 3.1 G ver the Language fcus bx with the class. Read each expressin and have the class repeat after yu. Pint ut the infrmatin in the Tip! bx. 3.2 Have students cmplete the sentences alne and then cmpare answers with a partner. Check answers by calling n vlunteers t read the sentences alud. a n b at c n d - e in FURTHER PRACTICE Have students write fur f their wn sentences abut schedules. Ask them t write ne sentence each using in, n, at, and n prepsitin. Have them dictate their sentences t a partner but nt say the prepsitin.their partner writes the sentences and fills in the prepsitins. 4 Inviting Ask students t think f events fr which yu wuld write an invitatin. Write their ideas n the bard. Ask the class what types f writing wuld be apprpriate fr each event (i.e., text message r t ask a friend t have lunch with yu; a card t invite smene t a baby shwer). Students might nt agree, as answers culd vary amng students frm different cuntries r f different ages. G ver the Useful language bx. Pint ut that Wuld yu like t g...? is the mst frmal expressin and Hw abut ging...? is the least frmal. Have students lk back at Alisn s in exercisel n page 42. Ask them t underline the invitatin. (Wuldyu like t cme?) Pint ut hw Alisn leads in t the invitatin by asking Are y u ding anything Saturday evening? Have students wrk alne t write their invitatins. They can use the list f events n the bard t help them. Call n students t read ne r tw f their invitatins t the class. 5 Writing task Give students sme time t think befre they write. They shuld chse the name f the freign friend and decide what twn r city they wish t write a but. Have students write their s n paper if using cmputers is nt feasible. 6 Replying t an invitatin 6.1 Have students wrk alne t cmplete the s and then cmpare their answers with a partner. With lwer-level classes, g ver each sentence first and have the class decide if it belngs t the accepting the invitatin rtheem ail decliningthe invitatin. Check answers by calling n vlunteers t read the cmpleted s. Writing fr the Real Wrld 35

35 a Yes, I d lve t g t the party, b Can I bring sme wine? c Srry, but 1can't make it. d I m ging n a schl trip t Bstn this weekend. a Why dn t we g next week instead? b Hw abut ging t an exhibitin? c Are yu free Tuesday afternn? 7 Replying t invitatins G ver the Useful language bx. Pint ut hw the acceptances ften mentin the event, and sund enthusiastic.the refusals give a reasn (a vague reasn is acceptable; a specific reasn can be given if the writer wants t). Have students wrk alne t write respnses. Have them cmpare answers with a partner by takingturns reading the invitatin and a reply. Remind them that their replies may be slightly different. Check answers by calling n vlunteers t read their replies r write them n the bard. Elicit tw r three different replies fr each invitatin. Pssible answers a I d lve t, but I can t (make it). / I m afraid I can t (make it). / I'm srry, but I can t (make it). / I d lve t, but I m busy. / I m afraid I m busy. / I m srry, but I m busy, b I d lve t see a mvie. / I d lve t. / A mvie sunds great. /That sunds great./ A mvie sunds like fun./that sunds like fun. c I d lve t g t a baseball game. / I d lve t./a baseball game sunds great./that sunds great. / A baseball game sunds like fun. / That sunds like fun. d I d lve t, but I can t (make it). / I'm afraid I can t (make it). / I'm srry, but I can't (make it). / I'd lve t, but I m busy. / I'm afraid I m busy. / I m srry, but I m busy. 8 Suggesting anther time t meet G ver the Useful language with the class. Pint ut that suggesting anther time t meet assures the persn wh invited yu that yu really wuld like t get tgether. 9 Writing task 2 If yur class des nt have an even number f students, have ne grup f three exchange s with each ther. Give students time t reread the Useful language bx in exercise 7. Remind them t write a few mre sentences after the acceptance r refusal. Have students exchange their s electrnically if pssible,r n paper if cmputers are nt available. OPTIONAL ACTIVITY 1 Writing letters f invitatin Tell students that mre frmal invitatins may be handwritten r typed n elegant statinery. Either bring sample statinery t class, have students bring their wn, r let them design their wn statinery in class (by adding a mngram r design t the paper, etc.). Have them brainstrm mre frmal events and write their ideas n the bard (dinner party, university graduatin, a relative s wedding, etc.).teach the phrase Please R.S.V.P. by (September 5) ("Please reply by September 5th ). If yu wish, discuss cultural custms fr replying t fancy invitatins (fr example, in the U.S., stamped reply envelpes are included with wedding invitatins).then have students write r type their invitatins and exchange them with a partner.the partner shuld then w rite an acceptance r refusal. OPTIONAL ACTIVITY 2 Matching invitatins and replies Use phtcpiable page G, page 8. Make enugh cpies f the phtcpiable page t give each student ne invitatin and ne reply. Make sure yu dn t give students a reply that matches their wn invitatin! Students stand and walk arund the classrm. When they meet anther student, they read their invitatin.the ther student reads their reply If they match, the student with the reply gives it t the student with the invitatin. Cntinue the activity until all the invitatins have been matched with the crrect respnses. 36 Writing fr the Real Wrld

36 Then have students wrk in pairs t write a respnse t the reply, e.g., A: Wuld yu like t g t the beach this weekend? B: I d lve t. I'll bring my vlleyball. A: Great. See yu n Sunday. A: Wuld yu like t g swimming with me tmrrw mrning? B: I m afraid I can t swim. Why dn t we play tennis instead? A: Sure. I lve tennis, t. Call n pairs t read their invitatins, replies, and respnses alud, r have students write them n the bard. (students respnses t the replies will vary) Wuld yu like t g t the beach this weekend? I d ive t. I'll bring my vlleyball. Wuld yu like t g swimming with me tmrrw mrning? I m afraid I can't swim. Why dn't we play tennis instead? Hw abut ging t a mvie tmrrw? I m srry, but I m busy tmrrw. Are yu free tnight? Dyu want t have lunch n Friday? Lunch sunds great. Let s meet after class. Hw abut ging t the mall n Sunday? I'm srry, but I can t make it. Can we gt the mall n Saturday instead? Dyu want t play glf this weekend? That sunds like fun. But yu ll have t teach me hw t play! Hw abut studying fr the test tgether tnight? Gd idea. I ll bring my ntes. Wuld yu like t g dancing this evening? I m srry, but I m a terrible dancer. Hw abut a mvie instead? Dyu want t g fr a w alk with my friends and me at lunchtime? Sure. Can we meet at 11:? I d like t walk befre I eat. I just gt a new vide game. D yu want t cme ver and try it? That sunds great. I lve vide games. Writing fr the Real Wrld 37

37 8 Making and changing arrangements 1N THIS UNIT, STUDENTS LEARN HOW TO: make a reservatin write frmal and infrmal s abut a change in plans w rite frmal and infrmal aplgies Review M aking and respnding t invitatins Write the fllwing cue n the bard: play tennis with me n Sunday Ask the class t give yu tw different versins f a n invitatin using the cue, and tw different acceptances and refusals. See if the class can d this withut pening their bks. Write their sentences n the bard. Have students individually write tw invitatins n a piece f paper.then have them exchange invitatins with a partner.tell them t write ne acceptance and ne refusal n their partner's paper.then call n vlunteers t read their invitatins and respnses alud. 1 An Internet advertisement 1.1 Ask students t scan the advertisement fr answers t these questins. Ask What kind f text is this? What is it advertising? (It's an advertisement. It's advertising a htel.) Have them raise their hands when they are finished.then g ver the answers with the class. 1.2 Give students time t read the advertisement mre carefully befre they d the exercise. If students have vcabulary questins, ask them t try cmpleting the exercise first, using cntext clues. (Students may wrk in pairs, if necessary.) Answer any vcabulary questins afteryu check answers. N te:a bed and breakfast is a small htel, usually a cnverted private hme, that ffers accmmdatin and breakfast. It is typical fr the wners t live in the huse and ck and serve the breakfast. A bed and breakfast is smetimes (althugh nt always) cheaper than a htel, and is cnsidered t have mre character. a pets d 1 1 a.m. b reservatin e $79. c handling f dwntwn 2 Asking abut accmmdatin Remind students that this is a scanning exercise, s they shuld read t find the infrmatin as quickly as pssible. Ask students t raise their hands when they have fund the answer. Call n a student t give the answer. Answer b After checking the answer, give students time t read the mre carefully. Pint ut that a business like this shuld be very shrt and direct, but still plite. 3 Writing task 1 Make sure students knw what Yellwstne Natinal Park is (a large natinal park in the western United States,famus fr its muntains, hiking trails, rck climbing, and wildlife.) Give students sme time t study the advertisement befre they write. Students can send a real t a partner, send an t themselves and print it ut, yu, r write an"em airn paper. Make sure students keep a cpy f any writing they d r receive, since it will be used again fr exercises 5 and Writing fr the Real Wrld

38 FURTHER PRACTICE With the whle class, brainstrm sme additinal questins n infrmatin nt prvided in the ad which they culd include in the . Write the ideas n the bard. Students shuld then include tw r three additinal questins in theirem ail in exercise 3,and later prvide answers t their partner s questins in exercise 5. (Pssible additinal questins: Is there a bus t Yellwstne? Are pets allwed? Is there Internet access? D the rms have private bathrms? Can I rder a vegetarian breakfast? Des anyne there speak (Japanese)? Hw fa r is the htel frm Yellwstne Natinal Park?) 4 Cnfirming a reservatin Give students time t read the tw s silently, r call n students t read each ne alud. If students have vcabulary questins, ask them t try t cmplete the exercise first befre yu answ erthem. Have students wrk in pairs t find the phrases. Check answers by asking What wrd r phrase means the same as "I m happy t tell y u? a I am pleased t say e prmpt b The rate fr f details c reply g immediately d guarantee h tw in rm After checking the answers, g ver any additinal vcabulary questins. 5 Writing task 2 Give students sme time t think befre they write. If they received an frm a partner in exercise 3, have them answerthe same partner by . If nt,they can write their answer n paper, t it t themselves and print ut a cpy, r it t yu. 6 Changing arrangements (infrmal) Have the class brainstrm reasns smene might back ut f a scheduled trip with a friend. Accept any reasnable answers. (Illness, injury, a sickness r death in the family, an imprtant wrk assignment, bad weather r unstable plitical cnditins in the destinatin, etc.) 6.1 Have the class read the . Ask What des Mari want t d? (Cancel her trip with Jessica.) Why? (Her m ther in Japan is sick.) Ask W hatfeatures f M ari s are infrmal? (An infrmal salutatin; phrases instead f sentences in the first line; n clsing.) Ask W hatfeatures f M ari s are plite? (She gives a reasn f r her cancellatin; she aplgizes; she suggests the alternative f taking the trip anthertim e.) Remind students that infrmal s and letters can still be plite. 6.2 Read thrugh the chart with the class. Pint ut that I m srry, but uses a cmma befre but.the ther expressins dn t use cmmas. Students wrk alne t write their aplgies. Have them write tw aplgies fr each situatin, using different expressins.then have students cmpare their aplgies with a partner. Call n vlunteers t write their aplgies n the bard. Crrect sentences with the whle class. Pssible answers a I m srry, but I can t meet yu at the park this weekend. / I m afraid I can t meet yu at the park this weekend, b I m srry, but I can t g t the beach n Saturday mrning. / I m afraid I can t g t the beach n Saturday mrning c I m srry, but I can t meet yu fr lunch tmrrw. / I m afraid I can t meet yu fr lunch tmrrw, d I m srry, but I can t g... / I m afraid I can t g... 7 Giving a reasn 7.1 Read the reasns r call n students t read them. FURTHER PRACTICE Write these reasns n the bard. I'm nt feeling very well. There s smething I w ant t watch n TV. Afriend I like better asked me t g ut with her. I have t get my car fixed. I dn t have any gd clthes t wear. I have t take care f my little brther. Ask the class if they are gd reasns r bad reasns fr canceling an engagement. Encurage students t defend their answers. Ask the class t brainstrm sme Writing fr the Real Wrld 39

39 ther acceptable and unacceptable reasns, and write them n the bard. 7.2 Students wrk alne t write their reasns. Remind them t write the aplgy as well. Have students cmpare their reasns in small grups, r call n vlunteers t read their reasns t the whle class. 8 Changing arrangements (frmal) 8.1 Have students read the by themselves. Answer any vcabulary questins, but encurage students t guess the meaning f any unknwn wrds. 8.2 Have students wrk alne t answer the questins. Then have them cmpare answers in pairs. Ask them t shw each therwhere in the they fund their answers.then check answers with the whle class. a T cancel her reservatin, b N, she desn t, c $25. d Yes, she des, e Yes.it is plite. Ask What makes Jessica's and Ms. Eastman's s frm al? (They use frm al salutatins and clsings; they use nly cmplete sentences.) Ask Des Ms. Eastman aplgize? (N, she desn t; she uses "I am srry t mean I regret that yu can t cme.) 8.3 Read thrugh the charts r call n vlunteers t read the sentences alud. Answerany vcabulary questins. Have students lk at the s in exercise 8.1 and pint ut the features in the Language fcus bx and the Useful language bx that they ntice. Students wrk alne t write their aplgies. Remind them t use ne expressin frm the Useful language bx t explain what they are ding and ne expressin t aplgize. Have students cmpare their aplgies in pairs and ntice any differences. Call vlunteers t the bard t write their aplgies. Crrect the sentences if necessary with the whle class, and let students vlunteervariatins. Pssible answers a I am srry, but I have t cancel my meeting fr January 6 at 2 p.m. I am afraid I have t cancel my meeting fr January 6 at 2 p.m. I regret t say I have t cancel my meeting fr January 6 at 2 p.m. These alternatives may be used after every sentence: I wuld like t aplgize fr any incnvenience. I hpe this will nt cause any incnvenience. Please accept my aplgies fr any incnvenience. b lam srry, but I have t cancel my cnference bking fr July 1 (reference IT63X). I am afraid I have t cancel my cnference bkingfrjulylo (reference IT63X). I regret t say I have t cancel my cnference bkingfrjulylo (reference IT63X). c I am srry, but I have t cancel my appintment fr 1:3 a.m. next Thursday. I am afraid I have t cancel my appintment fr 1:3 a.m. next Thursday. I regret t say I have t cancel my appintment fr 1:3 a.m. next Thursday, d lam srry, but I have t cancel my reservatin fr a tennis curt frm 3:3 t 5:3 n Saturday. I am afraid I have t cancel my reservatin fra tennis curt frm 3:3 t 5:3 n Saturday. I regret t say I have t cancel my reservatin fr a tennis curt frm 3:3t5:3n Saturday. OPTIONAL ACTIVITY Giving reasns fr changing arrangements Write these discussin questins n the bard: Why shuld yu give a reasn when yu change plans? Are there anytimesyu shuld ntgivea reasn? Shuld yu always give the true reasn? Why d we give reasns if we change plans with a friend but nt with a business? Describe a timeyu wrte t change plans. Why did yu change them? What did yu write? Put students in grups ffurrfive t discuss their answers. Ask smene in each grup t take ntes f the grup s answers. When the discussin dies dwn, bring the class back tgether and ask the reprter t share sme f the grup s mst interesting answers. 4 Writing fr the Real Wrld

40 9 Writing task 3 Give students sme time t think f why they are canceling and t decide if they want t include the reasn in theirem ail. Have them check the ad n page 49 t see if they will we any mney Students wrk alne t write their cancellatin ntice. If they received an frm a partner in exercise 5, have them answer the same partner by . If nt, they can write their answer n paper, t it t themselves and print ut a cpy, r it t yu. Have students wrk with a partner they didn t exchange s w ith. Have them cmpare printuts f the entire writing assignment: making a reservatin, cnfirming a reservatin, and canceling a reservatin. Have them check each ther's s fr frmal language, plite tne, and apprpriate language. Cmpleting change-f-plans s Use phtcpiable page H, page 81. Nte: In this activity, there are three different pairs f s; each pair f s is n the same tpic: ne gives the start f the message and the ther gives the secnd half f the message. Have students wrk in pairs. Give each pair ne . Give them time t discuss what the situatin is and what they shuld write t cmplete the .they may check back in the unit fr apprpriate language, if necessary. Have ne student cmplete the , but make sure bth students cntribute ideas. Reassure them that there is n single right way t cmplete the s. When they have finished, match each pair f students with anther pair that wrked n the ther half f the . Let them cmpare finished s and discuss the results. If yur class was large enugh fr several pairs t wrk n the same s, have them cmpare finished versins in a grup. Which versin did they like best? Writing fr the Real Wrld 41

41 9 Giving instructins give directins fax a map and cver sheet cnnect sentences using sequencing wrds (then, and, when) Review Aplgizing Write the fllwing cues n the bard: didn't callyurfriend last night asyu prmised cannt attend yur cusin's wedding need t cancel reservatins at the Happy Camper Hstel Have students discuss in pairs whether these situatins will require infrmal rfrmal aplgies and whether they will require a reasn t be given. Then have each pair write a shrt aplgy (just the bdy f the ).they can invent ther infrmatin as necessary. Students take turns writing, but shuld wrk n ideas and language tgether. Students then cmpare s with anther pair. Yu can als call n vlunteers t write their s n the bard. 1 An frm a friend 1.2 Students wrk alne t d the exercise. Have them check answers in pairs befre checking answers arund the class. Ask each item as a questin, e.g., Is In-Sk in England nw? and call n vlunteers t give shrt answers. Ask students hw they knew the answer. (They can pint t the relevant line in the r explain in wrds.) a F b T c F d T e T 1.3 Have students wrk in pairs. One student reads the directins frm Felicity s , while the ther student traces the rute.the reader shuld agree with the rute traced befre reading the next sentence. Nrthwick -WrUesden Junctin! Kilburn Park* Westburne Park Wembley Parte West / / JHampstead ^-Finchley Rad VjT^_Swi$s Cttage Jhn's Wd Chalk Farm' 1.1 Ask the class t quickly scan the .then ask What tpics des Felicity write abut? (The weather; she can't meet In-Sk at the airprt; directins.) D In-Sk and Felicity knw each ther well? Flw dyu knw? (Yes, they d; Felicity's letter is infrmal, and In-Sk is cming t stay with her.) Hunslw East Turham Stamfrd Ravenscurt Green Brk Parte Hlland &*** Kensingtn {Olympia} r Bnd I Streep Hyde Park Cmer Give students time t read the mre carefully. Answer any vcabulary questins.this is written in British English. If yur students are interested r use British English, g verthetip! bx n page 55. Have them underline the examples f British English that they find in Felicity's letter (lcal area, Undergrund,flat, flatmate). Heathrw Terminal 4" 2 Sending a fax message 2.1 Ask Why d peple sendfaxes? Accept any reasnable answers (They'refast; it's easy t send pictures r maps.) G ver the infrmatin t be 42 Writing fr the Real Wrld

42 included n a cver sheet. Ask Why is it imprtant t write the number f pages? (S that the receiver knws if all f the pages arrived.) 2.2 Have students wrk alne t cmplete the fax cver sheet, and then cmpare answers with a partner. Call n vlunteers t cme t the bard and write the cmplete cver sheet. a August 29,24 b In-Sk Park c Felicity Webster d e 2 (includingthisne) 2.3 Have students wrk alne t cmplete the exercise.then read each message and call n vlunteers t explain why it is r is nt the message Felicity wrte. Answer 3 c 2.4 Have students wrk with the same partner as in exercise 1.3, and switch rles. If necessary, remind the class that In-Sk is the wman frm exercise 1 wh is ging t visit England. Have students wrk alne r in pairs t cmplete the paragraph with wrds and phrases frm the first Useful language bx. Check answers by calling n vlunteers t read the sentences alud in turn. a Take b get c the d at e csts 3.2 Read r have a student read the sentences in secnd Useful language bx.answerany vcabulary questins. Have students wrk in pairs; they shuld agree rally n the directins befre writing them (each student shuld write in his r her wn bk). Check answers by calling n vlunteers. a Turn right at the first intersectin, b It s n the right. c G straight alng this rad past the park, d It s n the right, e Take the secnd turn n yur left, f It s n the left. RTHER PRACTICE Have students use the maps n page 55 and 56 and write directins frm Felicity's flat t the statin and frm the statin t Heathrw Airprt. Students cmpare answers in pairs by reading their directins alud. Circulate w hile they are wrking t help ut. 4 Sequencing wrds 3 Giving directins 3.1 Read the useful language alud r call n vlunteers t read the sentences alud. Answer any vcabulary questins. 4.1 G ver the Language fcus bx with the class. Have students lk back at Felicity s n page 54 and underline the sentences that are jined with and and then. (Frm Heathrw Airprt, take the Lndn Undergrund Piccadilly line t Leicester Square statin and change t the Nrthern Line;Turn int Park Hill Rad, then walk f r abut ne minute.) Have students wrk alne t cmbine the sentences. Nte that they cannt change the rder f the sentences. Check answers by calling n vlunteers t read them alud r write them n the bard. Writing fr the Real Wrld 43

43 a G t the bus stp and take any bus t King s Crss statin. G t the bus stp,then take any bus t King s Crss statin, b Take the District Line t Westminster statin and change t the Jubilee Line. Take the District Line t Westminster statin, then change tthejubilee Line, c G t Hammersmith statin and g ut f the east exit. G t Hammersmith statin, then g ut f the east exit. d Crss the rad and catch a number 6 bus. Crss the rad, then catch a number 6 bus. 4.2 G ver the Language fcus bx with the class. Pint ut that they will need t add the subject yu t the first clause. Pint ut als that when students begin a cmbined sentence with when, they will need a cmma after the first clause. Have students lk back at Felicity s n page 54 and underline the sentence that is jined with when. (Whenyu leave Belsize Park statin, turn left and g straight ) Have students wrk alne t cmbine the sentences. Check answers by calling n vlunteers t read them alud r write them n the bard. a When yu reach the bank, turn right, b When yu see the pst ffice, wait utside, c When yu get t the traffic light, g straight, d When yu get ff the bus, crss the rad. 4.3 Have students wrk alne t cmplete the sentences. Have them cmpare answers with a partner by reading the cmpleted sentences alud in turn. G ver answers with the whle class. a When b then c and d When e and f then OPTIONAL ACTIVITY Giving directins Chse cities that are interesting r relevant t yur students r askthe class t brainstrm a list. Find maps frm thse cities frm friends r the Internet. Yu culd als assign students t find maps n the Internet as hmewrk.the activity will wrk even if sme students dn't d their hmewrk, but yu shuld have a few back-up maps as well. Have students wrk in pairs with ne map at a time. Have them mark a yu are here pint n the map and several destinatins. Students shuld wrk tgether t write directins; bth shuld cntribute t wrking ut the directins, but shuld take turns writing. Wrking with different cities will prbably bring up different vcabulary questins. If students need t knw smething, they shuld raise their hands and have yu cme ver t help them. Make a nte f the new vcabulary. When the activity is verw rite the new wrds n the bard and g ver them with the whle class, demnstrating with the maps, if necessary. 5 Writing task 1 Give students time t trace a rute n the map, and then have them write their directins. Ask them t write a cmplete , with salutatin, a few lines f "small talk", a clsing, and a signature.they can write the by hand, use a wrd prcessr, r it t themselves,a classm ate,ryu. 6 Writing task 2 Have students draw their maps first. After they have decided n a rute, have them write their with directins. Finally, have them prepare a cver sheet fr the fax.then have students wrk in pairs and exchange s and faxes.they shuld imagine that they are ging t visit their partner and ask themselves the fllwing questins: Did I get enugh infrmatin? Can I fllw the directins? Is there anything else I need t knw? If they have any questins (e.g., Hw much is the train fare?), have them write a fllw-up t their partner. OPTIONAL ACTIVITY Finding yur way arund Use phtcpiable page I, page 82. Give every student a cpy f the map. Have ne student use pint A as a starting pint and the ther use pint B. Each student writes directins frm the starting pint t several different pints f interest. Make sure students d nt give the name f the destinatin in 44 Writing fr the Real Wrld

44 their directins.then have students hand their papert their partner r read their directins alud.their partner figures ut what the destinatin is. If the partner cannt wrk ut the destinatin, the pair shuld g back and trace ut the rute ne directin at a time t see where the prblem was. Circulate while students are wrking t help ut. Variatin Fr higher-level classes, have each student write their directinsasa chaimfrm pint A t the first destinatin; frm the first destinatin t a secnd destinatin;frm the secnd destinatin t a third destinatin.lt will take mre time t unravel a mistake with this methd! Writing fr the Real Wrld 45

45 1 Dealing with prblems BliilfflBIM cmplain plitely describe a situatin / prblem suggest a slutin w rite an / letter cmplaining abut a service r prduct Review Giving directins As a class, chse a lcatin nearyur English class. In pairs, students write directins frm the lcatin t yur class. Have pairs cmpare their directins with anther pair, r call n vlunteers t read their directins alud. Discuss different versins with the class. 1 A cmplaint 1.1 Remind students t scan the text just fr the answerand t put their hands up when they think they knw.call n a vlunteert givethe answer,and ask where in the it can be fund. (In the first line after the salutatin.) Answer He is writing t cmplain. 1.2 Give students time t read the slwly and carefully. Answer any vcabulary questins. Have students wrk alne t answer the questins, and then cmpare answers in pairs. Encurage students t pint ut where they fund their answers. Check answers by calling n vlunteers t answer the questins. a Imprve Yur Memry by Ivr Nitch. b He received the wrng bk. (He received Pwer Memry by Eileen Dver.) c He wants Librnett replace the bk free f charge, d N, he desn t. 2 Writing a cmplaint Have students wrk alne r in pairs t cmplete the sentences. Check answers by calling n vlunteers t read the sentences alud. a reference b pssible c Explain URTHER PRACTICE d e slving plite Have the class read the cmplaint in exercise again t checkfr the things mentined. Askthe class these questins: Did Ricard include a reference number? Where? (Yes, he did; in the subject line.) Did he send the cmplaint at sn as pssible? (Yes, he did; he received the wrng bk that mrning.) 46 Writing fr the Real Wrld

46 Did he explain the situatin cleariy?(yes, he did.) Did he suggest a way f slving the prblem? What was it? (Yes, he did; he suggested that Librnet replace the bk free f charge.) Was he plite? Why dyu think s? (Yes, he was; he used a frm al salutatin and clsing, plite phrases like "I wuld appreciate it if..., and didn t use strng r rude language.) 3 Reference numbers 5.1 G ver the explanatin with the class. Pint ut that the reference number shuld be given as early as pssible s that the receiverwill knw what yu are cmplaining abut. Remind them that Re: stands fr "with reference t. Ask the class t circle r pint t the reference numbers in each f the examples. 5.2 Have students d the exercise alne and then cmpare answers in pairs. Circulate t check answers r call vlunteers t the bard t write them. a RF 553 b regarding my rder c Mr. Stevens d my accunt (#77326) 4 Cmplaining G ver bth the Useful language and the Tip! bx with the class. Pint ut that emtinal r implite language will angerthe receiver fthe letter,and yu will be less likely t have the situatin reslved. Hwever, it is nt implite t directly say that yu are writing t cmplain. Read r call n a student t read the first example.then have students wrk alne t write their cmplaints. Have students cmpare cmplaints in pairs, but remind them that different wrdings are pssible. Check answers by calling n ne r tw vlunteers t the bard t write each cmplaint, r by calling n vlunteers t read their cmplaints alud. b i am writing t cmplain abut my subscriptin t yur magazine. I am writing abut a prblem with my subscriptin t yur magazine. I am writing with reference t my subscriptin t yur magazine. I am writing abut my subscriptin t yur magazine. c I am w ritingt cmplain abut a meal I ate at yur restaurant n Octber 27. I am writing abut a prblem with a meal I ate at yur restaurant n Octber 27. I am writing with reference t a meal I ate at yur restaurant n Octber 27. I am writing abut a meal late at yur restaurant n Octber 27. d lam writing t cmplain abut item # (skirt). I am writing abut a prblem with item # (skirt). I am writing with reference t item # (skirt). I am writing abut item # (skirt). 5 Explaining the situatin 5.1 G ver the expressins in the Language fcus bx. Pint ut that but is cmmnly used in cmplaint letters t give cntrasting infrmatin (I rdered five chairs, but yu sent fur.) r unexpected infrmatin (The plates arrived, but they were brken.). In a cmplaint letter, it is necessary t explain hwthe prduct r service was different frm what was expected. Remind students t use a cmma befre but. Have students check the frm Ricard Mnticell! n page 6 again and underline the sentence with but. Ask them t state what he expected t happen, and what happened instead. (He expected t receive "Imprve Yur Memry," but instead he received Pwer M em ry ) Have students wrk alne t match the sentences.they can cmpare their answers with a partner befre w riting the sentences. Writing fr the Real Wrld 47

47 Check answers by calling n vlunteers t read the cmpleted sentences alud rwritethem n the bard. Ask the class t identify the cntext f the third and furth cmplaints. (A diner was unhappy with an experience at a restaurant; a subscriber was unhappy with service frm a magazine cmpany) a 3; I rdered a small skirt, but I received a large ne. b 1; I rdered the camera three weeks ag, but I am still waiting fr delivery. c 2; I reserved a table by the windw, but it was next t the kitchen. d 4; I received the August and Octber issues, but I did nt receive the September issue. 5.2 With lwer-level classes, g thrugh the pictures and call n vlunteers t explain what the cmplaints are. Help ut with vcabulary as necessary. Have students wrk alne t write ne sentence. Students wh finish early can write a secnd sentence. Have students cmpare answers in grups. Call n vlunteers frm each grup t read sme f their sentences alud. Suggested answers I rdered a vase, but it was brken. I rdered sme jeans, but they were t big / large. I rdered a table, but ne leg was missing. 6 Requesting actin 6.1 G ver the Language fcus bx with the class. Pint ut that it is necessary t explain in a cmplaint letterwhatyu wuld like the cmpany t dfryu, since there is usually mre than ne wayfrthem t crrect the situatin. Emphasize that even thugh the cmpany is in the wrng, the writer must still use plite language when requesting actin. Ask the class t lk back at Ricard Mnticelli s n page 6 and underline the sentence where he requests actin. Have students wrk alne t write the requests fr actin. Ask them t use a different expressin each time. Check answers by calling n vlunteers t read their sentences alud rwritethem n the bard. b Please refund the price f the meal. / I wuld appreciate it if yu wuld refund the price f the meal. c Please send me the missing issue as sn as pssible. / 1 wuld appreciate it if yu wuld send me the missing issue as sn as pssible. d Please cnfirm that yu shipped the rder. / 1 wuld appreciate it if yu wuld cnfirm that yu shipped the rder. FURTHER PRACTICE Have students wrk in small grups t brainstrm additinal slutins t each prblem. Call n grups t share their ideas and write them n the bard. Have the class discuss and vte n whether the additinal slutins are reasnable. Students then have the ptin f using any f these slutins in exercise Pint ut t the class that they are cnslidating the language frm exercises 5.1 and 6.1.They can cpy the same sentences they wrte befre r use different expressins. Have students wrk alne t write their sentences, and then cmpare them with a partner. Check answers by calling n vlunteers t read their sentences alud. Suggested answers b I rdered the camera three weeks ag, but I am still waiting fr delivery. Please cnfirm that yu shipped the rder, c I reserved a table by the windw, but it was next t the kitchen. I wuld appreciate it if yu wuld refund the price f the meal, d I received the August and Octber issues, but I did nt receive the September issue. Please send me the missing issue as sn as pssible. 7 Plite r implite? Ask the class What wuld make a cmplaint implite? Accept any reasnable answers. (Insulting r strng language, untrue r exaggerated claims, using an exclamatin pint instead f a perid.) Then have students wrk alne r in pairs t determine which sentences are nt plite. Check answers by calling n vlunteers. Ask them t explain which wrd r phrase is nt plite. 48 Writing fr the Real Wrld

48 a Yur prduct is garbage, (garbage) b Send me a refund immediately! (immediately) c lam disgusted with yur service, (disgusted) d The stupid printer is useless, (stupid; useless) e Yu are cmpletely dishnest, (cmpletely dishnest) f D yu ever clean the bathrms? (D yu ever...?) 8 Writing task Give students sme time t study each situatin. Then have them wrk alne t write their cmplaints. Encurage them t chse the language structure they feel they need the mst practice with. 8.2 Students can wrk in pairs r small grups. Have them lkfrsim ilarities and differences in their cmplaints. Circulate while they are wrking t help ut and answer questins. 9 Writing task 2 Students wrk in pairs t create a situatin. Each student shuld write the details in h is/h e r wn bk and write a cmplaint, althugh bth partners shuld wrk tgether t chse details and language. Encurage students t chse a different mde f cmplaint than the ne they chse fr exercise 8. When students have finished and checked theirwrk, have them share their cmplaints in grups, turn them in t yu t be checked, r pst them arund the classrm fr all the students t read. OPTIONAL ACTIVITY 1 Cmplaints and aplgies Have students wrk in grups f three r fur. Write these situatins n the bard: made an airline reservatin frm a website bught sme trading cards frm an nline auctin site bught a digital camera at a discunt electrnics stre stayed fr three days at a spa Assign each grup a situatin r let them chse their wn. Have them brainstrm as many cmplaints abut each situatin as they can imagine in 5 minutes.then have the grup chse ne cmplaint and brainstrm slutins t it fr anther 5 minutes. Finally, have the grup write a cmplete letter f cmplaint. Only ne student needs t d the actual writing, but all grup members shuld cntribute ideas and language. Have tw grups exchange letters and write a respnse frm the cmpany t the persn makingthe cmplaint. Remind students that they can find language fr making aplgies in Unit 8. Have the grups exchange letters again and read the respnse frm the cmpany they cmplained t. Were they satisfied w ith the result? OPTIONAL ACTIVITY 2 Scrambled letters f cmplaint Use phtcpiable page J, page 83. There are tw sets f scrambled cmplaint letters. Each set has tw different letters t the same cmpany, ne plite and ne implite. Phtcpy the letters and cut ut each sentence. Students wrk in pairs t divide the plite sentences frm the implite sentences and then put bth sets f sentences in the crrect rder. Pint ut that each letter in a set has the same salutatin and w riter s name. The secnd set is mre difficult than the first; yu culd give the secnd set t higher-level students r have each pair d bth sets, starting with the first set. Dear Cmputer Wrld, I am writing t cmplain abut the terrible sftware yu sld me. I bught a cpy f Space Warrirs III frm yur shp last week.the sales clerk tld me it wuld wrk with my cmputer, but he lied. Send me a cmputerthat can play this game as sn as pssible! Yurs in disgust, J. Walker Writing fr the Real Wrld 49

49 Dear Benit s, Take this cmplaint t yur manager immediately. I tk my date t dinner at yur restaurant last week, and we were bth shcked by the terrible atmsphere and service. Yu played classical music, and my girlfriend hates classical music. Why dn t yu get sme jazz CDs? I rdered a steak, but after it came I changed my mind.the waiter was rude and wuldn t take it back and bring me smething else. Yu have t send us enugh mney t eat smewhere else next week. Pay up r watch ut! M.Tnge Dear Benit s, I am writing t cmplain abut the service at yur restaurant last week. My byfriend and I had dinner n Friday. We made reservatins fr 7:, but we had t wait until 7:4 t get a table. Ourfd tk a lng time t cme, and my rder was nt crrect. I rdered steak, but the waiter brught me fish. He exchanged the meal, but my byfriend had finished eating befre my steak arrived. We usually enjy eating at yur restaurant, s we wuld appreciate it if yu culd give us a discunt n ur next dinner at Benit s. Thank yu fr yur attentin, M.Tnge FURTHER PRACTICE Have each pair write a plite versin f ne r bth f the implite letters. Dear Cmputer Wrld, I am writing abut a prblem with the printer ink I rdered last week (rder # ). I rdered black ink fr an Inkjet 46C printer, but I received clr ink fr an Inkjet 48C printer. I wuld appreciate it if yu wuld send me the crrect ink. I will send back the ther ink cartridge if yu will pay fr the pstage. Sincerely, J. Walker 5 Writing fr the Real Wrld

50 Review 2 Units 6-1 IN THIS UNIT, STUDENTS REVIEW... making reservatins directins cmplaints and slutins greeting cards i Making reservatins 1.1 Tell students they are scanning t find the main idea.they shuld read Melissa s fax as quickly as pssible t find the right answer. Have students raise their hands as they finish s yu can tell when the class is dne. Then call n a vlunteer t give the answer. Have students underline r pint t the sentences that shw the answer. (I wuld like i pay with my VISA...) Answer b 1.2 Give students time t read the fax mre slwly and carefully.then have them wrk alne t cmplete the fax and cmpare their answers with a partner. Check answers by calling n vlunteers t read the fax alud sentence by sentence. a cnfirm d rate b card e frward c date f help 1.3 Have students wrk alne t circle the mistakes. Nte: There are als tw cntent mistakes (the amunt charged t her credit card and the date); these are nt the mistakes the students shuld be lking fr, and will be dealt with in exercise 1.5. infmatin -» infrmatin june -> June Check-in time is,frm 3:-8: -> Check-in time is frm 3:-8: 1.4 Have students wrk alne t write their sentences. They can cmpare with a partner and make any changes they wish. Call vlunteers t the bard t write the crrected sentences. a Thankyu fr sending yur credit card infrmatin, b We lk frward t seeing yu n June 24. c Check-in time is frm 3:-8:. 1.5 Have students read Melissa s fax and the Csmplitan Htel s answer fax n page 66 again. The htel has made tw mistakes with Melissa's reservatin: ask students t find them. (The htel vercharged her by $1 and said they d see her in June instead f July.)Ther\ have them wrk alne r in pairs t cmplete herem ail.checkanswers bycallingn vlunteers t read the paragraphs f her alud. 1 c 2 a 3 d 4 b Ask Is Melissa's plite? W hy/w hy nt? Accept any reasnable answers. (Yes, it is plite; she ffers her aplgies f r arriving late; she thanks the htel f r the map; she desn t use implite language t pint ut their mistakes.) Writing fr the Real Wrld 51

51 OPTIONAL ACTIVITY The Csmplitan Htel writes back Have students wrk in pairs r small grups t write the htel s respnse t Melissa s . First, have them brainstrm what the htel might write. With lwerlevel classes, have grups share their ideas with the whle class at this pint. (They will aplgize abut the vercharging and the mistake in reservatin date; they will cnfirm her reservatin details again; they will tell her she can check in after 8: pm.) Then have each grup write the htel s respnse. Only ne student in each grup needs t write the , but everyne shuld cntribute ideas.then cmbine tw pairs r grups t share their s, and ask them t ntice similarities and differences. If yur class is nt t large, call n smene frm each grup t write their n the bard. Alternatively, have students pin their letters t a bulletin bard; give the class time t circulate and read them. 2 Directins Lwer-level students can wrk in pairs and first wrk ut the directins rally.then have students wrk alne t write their directins. Call n several vlunteers t read their directins alud. Discuss any differences. When yu leave Tufnell Park tube statin, turn left. Take the third turn n the left, and Hug Rad is the secnd rad n the left. My flat is n the left - number 25. FURTHER PRACTICE Have students write directins frm the flat t the undergrund exit. Have higher-level students write directins frm the undergrund exit t ther places n the map, e.g.: When yu leave Tufnell Park tube statin, turn left. Take the first turn n the right. C straight alng Luptn St - the primary schl is n the right. Check answers by readingthe cmplaint and calling n vlunteers t read the slutin. l a 2 c 3 f 4 h 5 i FURTHER PRACTICE Have students wrk in pairs t cme up with a different slutin t each prblem. Share new slutins in grups r with the whle class. Alternatively, have students wrk alne t write the cmplete r letter fr ne f the situatins. Students culd cmpare s / letters in grups, r hand them in t be checked. 4 Pairwrk dictatin 4.1 Put students in pairs t d the dictatin. Befre they begin, ask all the Student As and all the Student Bs t raise their hands in turn,s that it is clearthat all the students knw their rles. Have the Student As turn t page 15 and read the first sentence t their partners. Student A culd read all his / her sentences first, and then Student B; r they may take turns reading and writing. 4.2 Have students check answers by cmparing bks. If any mistakes were made, see if they can articulate w hat the prblem was [I thught yu said etc.). FURTHER PRACTICE Have students lk thrugh Units 6-1 and chse three r fur mre sentences fr pairwrk dictatin. Wrking with new partners, they shuld repeat exercise Wrd puzzle Have students wrk in pairs t cmplete the puzzle. Check answers by calling n vlunteers t spell the wrds alud r by having vlunteers write the answers n the bard. 3 Cmplaints and slutins Have students wrk alne r in pairs. Have them write the whle sentence, nt ju st the letter f the sentence. a cmplain d csts b care e frget c minutes f culd Yu shuld cancel yur reservatin. 52 Writing fr the Real Wrld

52 6 Writing and culture: greeting cards Read the Tip! bx with the class. Ask the class Have yu ever sent r received an electrnic greeting card? and have students raise theirhands.askthse with raised hands t talk abut the cards they have sent r received when they discuss 6.1 with a partner r in small grups. 6.1 Have students wrk alne t make their lists; then put them in grups f fur rfive t cmpare. If there are students frm different cuntries in yur class, try t m ix natinalities am ngthe grups. FURTHER PRACTICE Write these discussin questins abut greeting cards n the bard fr students t talk abut with their grup: Are the cards fr (ccasin) sent by ju st adults, r als children? D peple ever make their wn cards? Have greeting cards becme mre r less ppular in recent years? D wmen r men send mre cards? Tell grups they can als think f their wn discussin questins and vlunteer additinal infrmatin. 6.2 Have students wrk alne t unscramble the sentences.they can cmpare sentences with a partner and make changes if they wish. 1 Have a merry Christmas and a happy New Year. 2 Cngratulatins n yurwedding. 3 Very best wishes fryur birthday. 4 Happy Valentine s Day. 6.3 Shw students hw t fld a sheet f paper in quarters t make a card Encurage them first t brainstrm a list f ccasins, and then t chse ne they wuld like t design a card fr. Remind them t draw a picture and write a message r shrt pem. Yu culd teach them the pening tw lines f the fam iliar English rhyme: Rses are red Vilets are blue and give sme examples f ending cuplets: Sugar is sweet And s are yu. Yu gt a new jb Gd fr yu! Tday s yur birthday Yu're twenty-tw! Have students cmpare cards with anther pair, r pin all the cards t the wall r display them n a table, s that they can be seen by everyne. Writing fr the Real Wrld 53

53 11 Describing IN THIS UNIT, STUDENTS LEARN HOWTO: describe a place (campus, neighbrhd) describe a rm, apartment, r huse describe a persn 1 An t a friend 1.1 Have students read the t find ut why Susumu is writingand the tpic f each paragraph. (He's writing t tell his friend abut his new life verseas,- paragraph V. English curse; paragraph 2: campus; paragraph 3: his hme and neighbrhd; paragraph 4: his classmates; paragraph 5: his plans.) Answer a ny vcabulary questins. 1.2 Have students wrk alne t cmplete the exercise. Ask them t crrect any false statements. a T b FThe campus is big and has a few shps, c F He s staying with a family nearthe campus, d F He likes his rm, e T 2 Adjectives 2.1 G ver the Language fcus bx with the whle class. Pint ut that the adjectives that end with -ing describe what smething r smene is like; the adjectives that end with -ed describe smene s feelings. G ver any new vcabulary in the chart. Ask the class t think f ther pairs f adjectives that they knw, and write them n the bard (e.g., amusing / amused; pleasing / pleased; irritating / irritated; shcking / shcked; cnfusing / cnfused; embarrassing / embarrassed). Hwever, make sure that students dn t use the new vcabulary t cmplete the exercises. Have students wrk alne r in pairs t cmplete the sentences. Check answers by calling n vlunteers t read the sentences alud. a bring d interesting b tiring e frightening c annying f exciting 2.2 Have students wrk alne t cmplete the sentences, then check answers with the whle class. a excited d bred b tired e interested c annyed f frightened URTHER PRACTICE Have students wrk in pairs t write sentences r shrt paragraphs using the pairs f adjectives. Write this n the bard as an example: I saw a hrrr mvie with my sister last night. I didn t think it was frightening, but she was very frightened. When students are finished, call n smene frm each pair t read ne r tw f their examples. 3 Describing yur neighbrhd Ask the class t think f situatins when they wuld describe a neighbrhd. Accept any reasnable answers. (They ve mved t a new place and are writing t a friend t describe it; they are recmmending an area t smene else; they are trying t chse between tw places t live and are asking a frien d f r advice.) 3.1 G ver the Language fcus bx with the whle class. Pint ut that while bth versins have the same meaning, the secnd example sunds mre sphisticated. 54 W ritingfrthe Real Wrld

54 Have students wrk alne t cmbine the sentences. Check answers by calling n vlunteers t read the new sentences alud rw ritethem n the bard. a There's a museum with sme interesting exhibits, b There's a library with free Internet access, c There's a mall with lts f stres, d There's a pnd with ducks and geese. a My parents' huse is near the statin, which is cnvenient. b I share an apartment with friends, which is fun. c There's a small stre acrss the street, which is useful. d I live in a small rm, which is uncmfrtable. 3.2 Have students first circle r underline the mistakes, then write crrectins in their bks, and finally rewrite the paragraph. Lwer-level classes can find and crrect the mistakes in pairs, but shuld rewrite the paragraph alne. Check answers by calling n vlunteers t read each sentence.they shuld say whether the sentence is crrect r cntains a mistake; if it has a mistake, they shuld explain the mistake and give the crrectin. Yu culd als have students take turns writing the crrect sentences n the bard. (crrected mistakes in bld, missing wrds in italic) My new neighbrhd is OK, but it's nt very interesting. There are a lt f private huses and apartment buildings, and there is a small park with a pnd. Near the statin, there is a nice cffee shp. I smetimes meet my friends there.there's als a new mvie theater, but it always has bring mvies! 3.3 Lwer-level classes can first describe their neighbrhds t a partner.then students wrk alne t write their paragraphs. Have them read their paragraphs alud t a partner r exchange them and read them silently.they culd als pst them arund the rm fr everyne t read. If yu wish, have them hand them in fryu t check. 4 Describing where yu live 4.1 G ver the Useful language bx and the Language fcus bx with the whle class. Pint ut that in the Languagefcus bx bth examples mean the same thing, but the cnnected sentence sunds mre sphisticated. Have students wrk alne t cnnect the sentences. Check answers by calling n vlunteers t read the sentences alud rw ritethem n the bard. Have students g back and cnnect at least tw sentences with which in the paragraph they wrte in exercise Give students time t read the paragraph. Answer any vcabulary questins.then have them circle the crrect infrmatin and cmpare answers with a partner. Check answers by calling n vlunteers t read the crrect sentences alud. a five-minute b cnvenience stre c sunny 4.3 With lwer-level classes, have students talk abut their rm r apartment (r huse, drm, etc.) with a partner befre they write. When they finish, have students share paragraphs with a partner r small grup, pst them arund the classrm fr everyne t read, r hand in fryu t check. I l «! f Have students wrk in pairs, and take turns reading their paragraphs a lud. Their partner draws a simple map r sketch that shws the infrmatin in the descriptin they hear. W riting abut a favrite place d n e acrss frm Have the class brainstrm a list f favrite places, such as a rm in a huse, a restaurant, an utdr area, a place t play sprts r d sme kind f specialized activity, etc. Write their ideas n the bard. Have each student chse a favrite place t describe and write a paragraph abut it. Remind them t use as much f the unit's language and vcabulary as they can. Hwever, they shuld nt name the place they are describing. Writing fr the Real Wrld 55

55 When they have finished, they shuld exchange paragraphs with a partner, wh tries t guess the place that is being described. Students then write a sentence t intrduce the tpic f the riginal writer s paragraph (e.g., M y favrite place is the swimming pl at my gym). FURTHER PRACTICE Have students wrk in pairs t write example sentences fr the negative adjectives in exercise 5.2 and the additinal wrds they wrte in exercise Describing a persn Ask the class t brainstrm times when they might want t write a descriptin f a persn. Accept any reasnable answers. (Describing a fa m ily member r cwrker t a friend; describing ne friend t anther; writing a j b recmmendatin.) 5.1 Pint ut that the sentences n the right are examples f the qualities named n the left. Have students wrk alne r in pairs t match the sentences. Check answers arund the class. a 3 b 6 c 2 d 1 e 4 f 7 g 5 FURTHER PRACTICE Have students wrk alne r with a partner t write a different example sentence fr each f the sentences n the right. Call n vlunteers t share their new sentences with the class.the class guesses which sentence n the left the new sentence exemplifies. 5.2 Have the students first list the psitive adjectives frm exercise 5.1.Then they wrk alne r in pairs t find the ppsites. 6 Abilities and interests 6.1 G ver the Useful language bx with the whle class. Give students time t read the chart and imagine hwthey wuld answerthe questins.tell students t talk t fur different peple and ask each ne all fur questins.they shuld take ntes n a separate sheet f paper. 6.2 When they have finished, they shuld chse the mst interesting piece f infrmatin abut each student, and write a sentence abut him r her. Call n vlunteers t share sme f their sentences with the whle class. 7 Writing task Make sure students understand that they shuld chse just ne f the writing tasks. With lwer-level classes, have students discuss their infrmatin rally with a partner befre they write. Students can write an t themselves, a partner, r yu; r they can write a letter by hand r wrd prcess it. Have students share their letters in small grups, pst them arund the rm fr everyne t read, r turn in t yu t check. patient-im patient interesting-bring sm art-unintelligent cheerful - bad-tempered friendly-unfriendly generus-stingy 5.3 Yu can ask students t think nly f wrds they knw in English, r allw them t check their dictinaries fr wrds in their wn language they are interested in knwing in English. Call n pairs t tell the class their wrds. Write them n the bard fr the class t cpy OPTIONAL ACTIVITY Wh's that classmate? Use phtcpiable page K, page 84. Ask students if they are familiar with high schl, cllege, r university yearbks. Explain that these bks shw a picture f each student in the schl, and prvide sme bigraphical infrmatin as welljfr example,the student's clubs hbbies, special interests, and any special achievements. Write the name f each student in yur class n a slip f paper. Hand ut the slips f paper, making sure that students d nt get the slip f paper with their wn name n it. Give each student a cpy f phtcpiable page K. Brainstrm as a whle class the types f 56 Writing fr the Real Wrld

56 infrmatin that students culd write; i.e., hbbies and interests, strengths in English r writing, jb title and descriptin,furture plans. Students shuld draw a picture f the classmate whse name is n their slip f paper and write a descriptin; hwever, they shuld nt write the name f the student n the paper.tell students that this is a guessing game, s the descriptins shuld nt be t bvius (nr t hard). If yur students dn't knw ne anther well enugh t write a descriptin, give them sme tim e t talk t their partners in pairs and take sme ntes. When students have finished drawing and writing, cllect the descriptins and pst them arund the rm (r spread ut ver a large table r several desks). Everyne circulates and reads the descriptins. If smene thinks they knw wh is being described, they write that persn's name n the paper. Other students can agree by w ritingthe name again r disagree by w riting a different name. When the guessing is finished, hld up each descriptin in turn and decide wh was being described. Give the descriptin t that persn. Writing fr the Real Wrld 57

57 12 Giving an pinin and recmmending IN THIS UNIT, STUDENTS LEARN HOW TO: w rite their pinin f a stre / restaurant /club describe it,and recmmend its services w rite abut recent experiences using the present perfect and simple past write abut lcatins Review Describing places Have students wrk in pairs t write a shrt descriptin fa place that will be fam iliart the class,but withut naming the place. Have pairs read their descriptins alud t the class, wh tries t guess the place being described. In large classes, have pairs jin ne r tw ther pairs t guess the places being described. 1 Sme s 1.1 Have students cver the s and lk at the prereading exercise. Askthe class t brainstrm vcabulary that they wuld expect t see in each f the s. Accept any reasnable answers. (Internet cafe: cmputer, Internet, Web, access, wireless, cffee/drinks; CD stre: CD, music, names f types f music r musicians; university mvie club: name f the university, names f mvies, names f actrs.) Have students wrk alne t scan the s as quickly as they can t find the answers. Have them raise their hands when they have finished.then g ver the answers with the class. Ask the students t pint ut keywrds frm the s that enabled them t find the answers. a 1 b 3 c Have students wrk alne t cmplete the exercise. Ask them t crrect any false statements. Answer any vcabulary questins. a FNetcafe is acrss frm the bank, b FThere is a gd selectin f drinks, c T d F Dr. Jazz is acrss frm McDnald s, e F It specializes in jazz and blues. URTHER PRACTICE Askthe class t brainstrm places where they might read pinins like these. Accept any reasnable answers. (An t a friend, a newspaper, nline prduct and services pinin site, etc.) 2 Asking abut recent experiences With lwer-level classes, elicit the past participles fr the verbs in the exercise and write them n the bard. Have students lk back the s n page 76 and underline the questins that use the present perfect. (Have yu been t Netcafe?; Have yu heard abut the mvie club? Have yu checked ut Dr. Jazz?) Then have students wrk alne t write the questins. Check answers by calling n vlunteers t read them alud r write them n the bard. a Have yu gne t the multiplex (yet)? b Have yu checked ut the new bkstre (yet)? c Have yu seen the new karake bar (yet)? d Have yu tried the Mcha cffee shp (yet)? 58 Writing fr the Real Wrld

58 3 Lcatin 5 Describing gds and services G ver the Useful language bx with the whle class. If necessary, clarify the meanings f the prepsitins with simple drawings n the bard. G ver the Tip! bx with the whle class. Draw a diagram n the bard t clarify, if necessary. Have students wrk alne cmplete the exercise, and then cmpare answers with a partner. Check answers by calling n vlunteers t read the sentences alud r write them n the bard. b near c next t 4 Past experiences d abve e n G ver the Language fcus bx with the whle class. Have students lk back at the s n page 76 and underline the sentences that use the simple past tense. (Ijined last week and saw "The Ring"; I went there this mrning, and fu nd sme Miles Davis CDs.) Have students wrk alne t cmplete the sentences, and then check answers with a partner. Check answers with the class by calling n vlunteers t read the sentences alud rw ritethem n the bard. a had b visited c tk FURTHER PRACTICE d saw e rented Have students lk again and the questins they wrte in exercise 2. Askthem t write imaginary affirmative answers t the questins,fllwing this pattern: Have yu gne t the multiplex yet? Yes, I have. I (simple past tense verb) + (time expressin). If necessary, give an example answerfrne fthe questins, e.g., Yes, I have. I went there n Thursday with my friends. Have students share their sentences in small grups w hileyu circulate t check answers. 5.1 With lwer-level classes, explain that there are tw statements that match each place. Have students wrk alne t cmplete the exercise. Check answers by asking vlunteers What tw sentences describe the (restaurant)? a 3 b 4 c 2 d 1 e 4 f 3 g 1 h Have students wrk alne t write the sentences. Remind them t use a cmma befre and. When they have finished, ask Which sentences are psitive? Which is negative? (1 is negative; 2,3, and 4 are psitive.) b It has a lt f styles, and it sells all the tp brands, c It has a gd travel sectin, and it sells freign magazines, d The screen is very large, and the seats are cmfrtable. E g g g g g jb M Have students wrk in pairs t write a similar psitive sentence abut a restaurant and negative sentences abut a jeans shp, bkstre, and theater. Have pairs share their sentences with anther pair r with the whle class. 6 Recmmending G ver the Useful language bx with the whle class. Then have students wrk alne t write their cmments using the number f stars after each prmpt as a guide. Higher-level classes can write an additinal sentence explaining their cmment; fr example fr (a): It s excellent. The f d was delicius and the atmsphere was great. I highly recmmend it. b It s very gd. I recmmend it. / Check it ut. c It's nt very gd. I dn t recmmend it. / Give it a miss. d It s terrible. I dn t recmmend it at all! e It s average. It's OK, but nthing special, f It s excellent. I highly recmmend it. Writing fr the Real Wrld 59

59 7 A new stre OPTIONAL ACTIVITY Have students reread the s n page 76, and then wrk alne t write their recmmendatin. Have students cmpare answers with a partner r small grup, and check fr similarities and differences in their s. Circulate while students are cmparing t help ut. Suggested answer Have yu heard abut Sandwich Express? It s a new place near the Central Htel. I bught lunch there yesterday. It sells great sandwiches, salads, and sushi. Check it ut. 8 On the Internet Ask the class Have yu ever read an nline prduct review? Have yu ever written ne? If any student has, let the rest f the class ask questins abut the experience. 8.1 Have students identify which f the three is the mvie,the CD, and the bk. Then have students wrk alne t cmplete the exercise. Call n vlunteers t give the answers, and ask them t pint ut the key wrds that give the answer. a 3 b 1 c G ver the wrds in the chart t make sure students understand them.then have students wrk alne t cmplete the reviews. Check answers by calling n vlunteers t read the reviews alud, r read them alud yurself t the class. a lved e tracks b sundtrack f difficult c highly g errrs d great Online reviews Nte:This activity requires Internet access. Have students wrk in grups f three r fur. Each grup shuld chse a ppular prduct r service they have bught r used (airline, htel,camera,cmputer, mvie, CD, ty, game, etc.). Have them discuss whether they think a review f the prduct r service wuld be psitive r negative, and why. As hmewrk r in class, have students visit < < read reviews f the prduct r service they have chsen. Make sure they g t an English language website! Each student shuld cpy r print ut ne review they agree with and ne they disagree with, and bring them t the next class t share with their grup. Frfurther practice, grups culd create an exercise like 8.2 fr ther grups t d. 9 Writing task 9.1 Have students discuss their chice with a partner befre they write. Encurage them t make ntes f their ideas as they talk. Students can write a real t themselves, a classm ate,ryujrthey culd write a letter by hand r wrd prcess it. Have students share their recmmendatins in grups befre handingthem int yu. 9.2 Have students brainstrm with a partner pssible mvies, CDs, r bks that they wuld like t write abut. Encurage them t write lnger reviews than the nes in exercise 8.1, if they can. Have students share their recmmendatins in grups befre handing them in t yu. OPTIONAL ACTIVITY Writing yur wn reviews Use phtcpiable page L, see page 85. Make ne cpy f the phtcpiable page fr each student. Have them write the name f ne ppular prduct r service in each categry.t shrten the activity r with lwer-level classes, have students chse fur ut f the six categries.then have them exchange review sheets with a partner and chse ne f their partner's items t review. 6 Writing fr the Real Wrld

60 Reviewers shuld write their wn name, give a rating between ne and five stars, and write cmments. If a student hasn't heard f any f the partner's six items, have the pair exchange papers again with different students. After they have written their review, they shuld exchange papers again with a different partner.they may nw add a secnd review f the item the first student chse, r write a new review f a different item. Cntinue until students have written at least fur r five reviews, r until students are tired f the activity. Then return review sheets t the riginal writer. Students can cmpare the reviews they received in grups, and say whether they agree with the reviews r nt. Variatin After students have written the names f their six prducts r services, pst the review sheets arund the class r spread them ut n a large table r several desks. Students stand and circulate, stpping t write a review when they want t. Stp the activity afte n s r 2 minutes, let students retrieve their riginal review sheets, and discuss the results in grups. Writing fr the Real Wrld 61

61 13 Writing abut a vacatin 1N THIS UNIT, STUDENTS LEARN HOWTO: w rite abut recent experiences describe places, peple, and things Review Recmmending W ritethisdialguen the bard: A: W hat kind f mvies dyu like? B: I like dramas and mvies abut histry. A: Have yu seen Master and Cmmander?TUe stry was great, and the acting was terrific. I highly recmmend it. Write these categries n the bard: mvies, cmputer games, restaurants,yur chice Students wrk in pairs and have dialgues like the ne n the bard. 2 Did yu have a gd time? G ver the Useful language bx with the whle class. Have them lk back at the is exercise 1.1 t find the similar sentence. (Kimik and I had a wnderful time in Spain.) Have students wrk alne t write sentences abut the pictures. Call n vlunteers t read their sentences alud r write them n the bard. Pssible answers a I had a fantastic vacatin in Hawaii, b I had a great time in Hlland, c I didn t have a very gd time in Lndn, d I had a terrible vacatin in Clrad. 1 An t a friend 1.1 Askthe class t skim the quicklytfind ut why Hyun Sil is writing t Jane. Ask students t raise their hands when they have fund the answer. (T tell her friend abut her trip t Spain.) 1.2 Have students wrk alne t cmplete the exercise. Ask them t crrect anyfalse statements. Have students cmpare answers with a partner, and shw their partner where in the they fund the answers. Check answers arund the class. a T b T c F She and Kimik visited Seville first, d FThe Alhambra was crwded, e F They spent the whle day there, f T 3 What did yu d? G ver the Language fcus bx with the whle class. Pint ut that the cmmas shw that the three activities listed are f equal imprtance. With lwer-level classes, elicit the past tense frm f each verb in the exercise and write them n the bard, if necessary.then have students wrk alne t write their sentences. Have students cmpare sentences with a partner while yu circulate t help ut and check their wrk. a We relaxed n the beach, went t clubs every night, and made a lt f new friends, b I visited sme temples, tried t use myjapanese, and bught sme great suvenirs, c We tk English classes every mrning, visited museums in the afternn, and went t a mvie r a shw in the evening. 62 Writing fr the Real Wrld

62 1M1UMMI Have students wrk alne t write sentences in the simple past abut three things they did that day, the weekend befre, n their last vacatin, etc. Call n vlunteers t share their sentences with the whle class. If students are unsure f the simple past frm f a verb they want t use, they can ask What's the past tense f (bring)? Write any new vcabulary n the bard. 4 What was it like? 4.1 G ver the Language fcus bx with the whle class. Pint ut that and can als shw that yu are cmbining tw elements that the reader wuld expect t g tgether; but can als shw that yu are cmbining tw elements that the reader wuld nt expect t g tgether. Have students wrk alne t write their sentences, and then cmpare them with a partner. Check answers by calling n vlunteers t read their sentences alud. a The weather was ht and sunny / mild but changeable / cld and rainy, b The htel was cheap but dirty / cheap and clean / expensive and nisy, c The beach was dirty and crwded / beautiful and clean / clean but crwded, d The fd was cheap and delicius / delicius but expensive / disgusting and expensive. 4.2 Have students wrk alne r in pairs t cmplete the exercise. If they dn't knw the mea ning f a wrd, they shuld skip it. Check answers by asking vlunteers What's anther wrd f r (very gd)? Remind students t use a variety f vcabulary when they write t make their w riting mre interesting. very gd = wnderful; great; fantastic OK = s-s; all right very bad = hrrible; aw ful; terrible 4.3 G ver the Language fcus bx with the whle class. Pint ut that the dash (-) is used fr infrmal writing. Ask if anyne knws what is used in frmal writing (a cln). Have students wrk alne t write their sentences.they can lk at exercises 4.1 and 4.2 fr ideas, if necessary. 4.4 Have pairs brainstrm a list f adjectives fr each picture befre they write their sentences. Call n different pairs t read sentences fr each item, r have students write their sentences n the bard, in five clumns labeled beach, htel, train,fd, club. Make sure there are at least tw sentences fr each f the five cues. 5 What were yu ding when it happened? 5.1 G ver the Language fcus bx with the whle class. Make sure they understand that the actin r event in the past cntinuus started befre the actin r event in the simple past, and culd have cntinued n after the interruptin. Remind students t use a cmma after the clause that begins w ith while. Students wrk alne t cmplete the exercise. Check answers by calling n vlunteers t read their sentences alud. a While we were dancing, the fire alarm sunded, b While I was taking sme pictures, I drpped my camera. c While we were swimming at the beach, there was a shark warning, d While I was waiting in the airprt lunge, I met an ld schl friend. BBSBBBBi Demnstrate anther way t cmbine sentences with while by writing this sentence n the bard: We saw Tm Cruise while we were waiting t get int the Alhambra. Pint ut that here there is n cmma after the first clause. Have students wrk alne t rewrite the sentences in 5.1 w ith the clause in the simple past first. 5.2 Students wh finish early r want mre practice can write tw r mre additinal sentences. Call n vlunteers t read their sentences alud, r have students share them in small grups. 6 A disastrus vacatin 6.1 Make sure students understand disastrus vacatin. Ask if any students knw the wrd disaster, and pint ut that disastrus is the adjective frm disaster (a disastrus vacatin is a vacatin that went Writing fr the Real Wrld 63

63 very badly). In pairs, have students lk at the pictures frm Jack s vacatin and describe r guess what is happening.then students wrk alne t cmplete the pstcard. Suggested answers a disastrus/terrible b aw ful/terrible/hrrible c rained d cld e lst f ate g muntain climbing h fell i brke 6.2 Students wrk with ne r tw partners t cmpare pstcards. Encurage them t discuss any different chices they made. OPTIONAL ACTIVITY Describing places Bring in r have yur students bring in sme pictures f places such as cities, turist attractins, restaurants, htels, etc.they culd be travel brchures, pstcards, Internet dwnlads, clippings frm magazines, etc. Spread them ut n a table r several desks and have each student chse ne t write abut. Students wrk alne t write a descriptin f their picture; they shuld write their names n the paper.they can include a stry usingthe past cntinuus tense if they wish. When everyne has finished, cllect the pictures and descriptins. Spread the pictures ut again, and shuffle the descriptins and hand each student smene else s paper. Students read the descriptin and match it t the crrect picture.the riginal writer says whether the match is crrect. 7 Writing task Students wrk alne t write their s, either in class r as hmewrk.they can send their t themselves, a classmate, ryu. Have students share theirem ails in class with a small grup, r pst them arund the classrm fr everyne t read. Variatin Have students write a vacatin pstcard instead f an .they can bring in a real pstcard t use r draw their wn picture. OPTIONAL ACTIVITY Writing a turist brchure Use phtcpiable page M, page 86. Have students wrk in pairs r grups f three, and give each grup a cpy f the phtcpiable page.the brchure shuld be cut ut and then flded in thirds alng the dtted lines. Students shuld then use this t write a turist infrmatin brchure abut a place they knw. Hld up a flded blank cpy f the brchure t shw students what t write n each page.the cver f the brchure shuld have a title and a picture.the inside left-hand page shuld have a descriptin f the place (students can lk back thrugh Unit IB fr vcabulary and ideas).the middle page shuld have infrmatin n ne r mre htels and restaurants (students can lk back thrugh Unit 8 fr vcabulary and ideas).the inside right-hand page shuld have testimnials frm previus visitrs:these shuld be shrt narratives written in the past tense.the remaining tw back pages can be left blank, cvered with pictures, r additinal text f the students chsing. When the brchures are finished, have grups exchange them with ther grups, pass them arund the class, r display them n a table r n the wall. Ask each student t chse ne f the places t a visit and explain why they wuld like t g there. Have students ask and answer abut their ideas in pairs befre beginning t write. Encurage the student wh is listening t ask questins f the speaker.the speaker shuld take ntes f ideas generated. 64 Writing fr the Real Wrld

64 14 Writing abut an interest IQBlISEggBBBBS write abut a persnal interest fr a persnal hme page arrange their ideas int paragraphs w rite captins fr phtgraphs Review Writing abut a disastrus vacatin Have students wrk in pairs t imagine they have just returned frm a disastrus vacatin.tgether they will write a brief reprt t g n their (imaginary) persnal hme page. Have students brainstrm ideas (Where did they g? What went wrng?), and encurage them t use the structures taught in Unit 13, exercises 4.1,4.3, and 5.1. Only ne persn in each pair needs t write the reprt, but bth partners shuld cntribute ideas and language. At the end f the activity, call n pairs t read their reprts alud, r pst them arund the classrm fr everyne t read. 1 A hme page Askthe class if anyne has a persnal hme page r has a friend with ne. If anyne says yes, let the class ask him r her questins abut it. OPTIONAL ACTIVITY Hme page pinin survey Use phtcpiable page N, page 87. Have students wrk in pairs. Give each student a cpy f the survey, and have them take turns asking each ther the questins. Encurage the questiners t ask fllwup questins and the students wh answert vlunteer additinal infrmatin. Variatin T d this as a grup discussin activity, have students wrk in grups f three r fur. Give a cpy f the survey t ne student in each grup, wh reads the questins. All students discuss the answers, which are nt written dwn. 1.1 Pint ut that this is a skimming exercisestudents are readingfr main ideas, nt details.they shuld read quickly t get a basic understanding, and nt wrry abut unfa miliar vcabulary. Students skim the hme page individually. Ask them t raise their hands r lk up t let yu knw w hentheyaredne. Check answers with the whle class. c 1.2 Explain that the headings prvide the tpic r subject f the paragraphs.the sentences in the paragraphs will all be abut the same tpic. Have students wrk individually t match the headings t the paragraphs, and then have them cmpare answers with a partner.they shuld pint t r read evidence frm the paragraph that helped them make their decisin. Check answers w ith the whle class. a intrductin b Histry c Hw I became interested in reggae d My band 2 Tpic sentences 2.1 G ver the Language fcus bx with the whle class. Explain that tpic sentences are mre cmmn in academic, expsitry, r mre frmal writing, where clarity is imprtant.tpic sentences are usually the first Writing fr the Real Wrld 65

65 r last sentence in a paragraph, althugh they can be placed anywhere. Remind students that a tpic sentence will be general, and that all f the ther sentences in the paragraph will give examples r explanatins f the tpic sentence. Beginning writers ften find it easiest t start with the tpic sentence. Have students wrk alne r in pairs t identify the tpic sentences. Check answers by calling n vlunteers t read the entire paragraphs alud. a 3 b 2 ideas they a re cnnected t. Shw the class hw there are fur circled ideas immediately cnnected t reggae, and that each f thse ideas became a tpic fr the hme page. 3.2 Have students wrk alne r with a partnert cmplete the task and then cmpare their answers with a different partner r in grups. Circulate while students are cmparing answers t deal with any questins. FURTHER PRACTICE Have students reread the hme page in exercise i and underline the tpic sentence in each paragraph (the first sentence f each paragraph). 2.2 Give students time t read each tpic sentence first andthinkabutthe kind f infrmatin that wuld fllw it in a paragraph.then have students wrk alne r in pairs t cmplete the exercise. Check answers by calling n vlunteers t read their paragraphs alud. a I have been interested in phtgraphy since I was a kid. b Ijined my schl phtgraphy club when I was 12. c After I left schl, I started develping my films at hme. d I bught my first digital camera abut tw years ag. e I just bught a new digital camera. 3 Brainstrming 3.3,3.4 Have students wrk with the same partner fr bth exercises. Pint ut that the new bubbles in exercise 3.4 can be added at any level f the map. Circulate while students are wrking t help ut. Check answers by calling n vlunteers t drawthe maps n the bard. 3.1 Explain that brainstrming is a methd f gathering ideas. Mst writers find that when writing lnger texts, it's helpful t write a list r grup f ideas n paper first. Nt all ideas frm the brainstrming may be used in the writing. An idea map is a ppular way fr many peple t gather ideas and seethe relatinships amngthem, which helps them with rganizingtheir writing. The subject f the entire text ges in the middle. Frm there, the writer can put dwn as many ideas as her she can think f, drawing lines t shw which ther 66 Writing fr the Real Wrld

66 3.3 4 Writing abut phtgraphs types f skatebard Skatebarding started in the 196s in Califrnia. 4.1 Make sure that students understand the wrd captin (here,a label rtitle f ra phtgraph). 4.2 Ask the class why peple shrten captins. (T save space.) G ver the methds f shrtening with the whle class. Have the class lk back at exercise 1.1 t see the captins used there. 4.3 Students wrk alne t shrten the captins, and then cmpare with a partner. Check answers by calling n vlunteers. helmet, knee and elbw pads ther equipment skatebarding and me g t the park twice a week 1 My brther Jack and ur dg. 2 My graduatin day. / Graduatin day. 3 Mm and Dad playing tennis. 4 My first car. 4.4 Pint ut that the secnd sentences add a cmment (ften humrus) abut the phts. Students wrk alne t cmplete the task. Check answers by calling n vlunteers. 1 Jack is the ne n the right. 2 Dn t we lk happy! 3 Wimbledn finals! 4 Isn t she a beauty? 5 Writing task 5.1 Students wrk alne t chse a tpic and make their idea maps.then have students sharetheir maps with a partner and explain what they wrte. If mre ideas cmet them as they talk, they shuld add them t their maps. Once they have enugh ideas, students wrk individually t chse hw many paragraphs they will have and then t write a tpic sentence fr each paragraph. Finally, students write their hme pages by adding explanatins and details t each tpic sentence. 3.5 Each student can write a different paragraph, r they culd wrk tgether n each paragraph. When they have finished, have tw pairs get tgether and sharetheir hme pages.they can als turn them in t yu t check. 5.2 Students can dwnlad pictures frm the Internet, cut ut pictures frm magazines r newspapers, r draw their wn.they can write ne r tw sentences fr their captins. Encurage them t use shrtened sentences. Writing fr the Real Wrld 67

67 Have students share their hme pages in small grups r pst them arund the rm fr everyne t see.they can als turn them in t yu t check. OPTIONAL ACTIVITY Putting a hme page n the Internet Nte:This activity requires Internet access. On the bard, write these addresses f free sites that hst hme pages: (requires registratin with Yah, which is als free) Students can wrk alne r in pairs t check ut the different sites, chse ne, and put a hme page n the Internet by fllwing the instructins n the websites. This can be dne as hmewrk r in class if yu have access t a cmputer lab. Students can use the infrmatin frm exercise 5 r chse new infrmatin. Pass a sheet f paper arund the class fr students t write the address f their hme page.then distribute a cpy t the class, s everyne can check ut ne anther s hme page. Have a whle class r small grup discussin abut the activity: what was easy, what was difficult, what was enjyable, w hat they learned. 68 Writing fr the Real Wrld

68 15 Applying fr a jb N THIS UNIT, STUDENTS LEARN HOW TO: reply t a jb advertisement write a resume abbreviate sentences, e.g. Wrked as a prgrammer. Review M apping and writing abut an interest Have students wrk in pairs. Each pair chses a subject bth partners are interested in and knw abut (fr example, a sprt, a type f fd, a celebrity, a hbby r interest). Student A writes the subject in the middle f a sheet f paperand makesan idea m apabutne aspect f the subject. Student B then takes the paper and adds ne mre subject t the idea map.theythen take turns t add ne r tw mre ideas t the idea map.then each student writes ne paragraph abut the subject, using a tpic sentence. Put tw pairs tgether t share their paragraphs, r call n pairs t read them alud t the whle class. 1 A jb applicatin frm a student Ask the class Where d yu see j b advertisements? Accept any reasnable answers. (Newspapers, magazines, cmpany websites, Internet j b search engines.) Ask the class Hw d peple apply f r jbs? Accept any reasnable answers. (By phne, in persn, by sending a letter and/r resume.) Ask the class Has anyne ever applied f r a jb? (as ppsed t being ffered a jb by a friend r relative). If anyne answers yes, let the class ask him r her questins abut the applicatin prcess. 1.1 Students read the advertisement and applicatin alne. Answer any vcabulary questins. 1.2 Students wrk alne t cmplete the exercise. Have them cmpare answers with a partner, and shw where in the advertisement r letter they fund their answers. Check answers by calling n vlunteers. a Graphic designer, b At least ne. c A resume. d The Asian Times (n Nvember 23). e Japanese and Krean. 2 Changingjbs 2.1 Ask the class Why d peple change jbs? Accept any reasnable answers. (They want a different career, they are mving huse, they want a higher salary, they are unhappy with their current jb.) Have students read the advertisement by themselves. Answer any vcabulary questins. 2.2 G verthe vcabulary in the bxand answerany questins.then have students wrk alne r in pairs t cmplete the applicatin letter. If students wrked alne, have them cmpare answers with a partner. Check answers by calling n vlunteers t read the applicatin letter alud. a enclse b requested c see d wrked e enjyed f learned g like h wrk Ask the class What qualificatins des the letter writer have f r the jb? What required qualificatins des he r she nt mentin? (He r she has experience in sales and has an interest in language learning. He r she desn't mentin being flu ent in Spanish r having an interest in teaching languages.) Writing fr the Real Wrld 69

69 2.3 Have students wrk alne r in pairs t cmplete the exercise. Check answers with the whle class. industry-business extend my skills - lk fr new challenges pprtunities-chances think abut- cnsider am w ritingt -w uld like t a l t-a great deal CV-resum e pst-psitin Nte:Traditinally, in the US,a resume was shrterthan a CV (curriculum vitae), typically ne page instead f several. Nwadays, hwever, the tw terms are used almst interchangeably in American English. 2.4 Have students write the letter by hand r wrd prcess it.they can hand itintyutcheck,r exchange letters with a partner while yu circulate arund the classrm t check. 3 A resume 3.1 Bks clsed r resume text cvered. Ask the class What kind f infrmatin d peple put n a resume? Accept any reasnable answers, and allw fr cultural differences. (Name and cntact infrmatin; educatin; jb histry; special skills and abilities; references.) Write everyne s ideas n the bard. Bks pen. Have students read Nami Tagawa s resume and ntice which f the ideas they listed appear there. Answer any vcabulary questins. Ask the class Did any fthe infrmatin included surprise yu? Did yu expect t see any infrmatin that is nt there? Make sure students ntice that the infrmatin under each heading is arranged chrnlgically, with the mst recent infrmatin first. Nte: American resumes d nt indicate age, health, marital status,r religin, in accrdance with emplyment laws. Phts are never included. 3.2 Have students wrk alne t cmplete the exercise. Ask them t crrect any false statements. Check answers by calling n vlunteers. a T b F She stated the type f jb she hpes t get. c F She wrte abut her educatin befre her wrk experience, d T e T f F She said references were available n request. Ask the class Why des she say that references are available n request instead f including them? (Because she might want t use different references f r different jbs.) 4 Ellipsis 4.1 Explain that ellipsis here means the remval f sme wrds in a sentence. G ver the Language fcus bx with the whle class. Ask the class Why wuld smene want t use ellipsis in a resume? (T save space; t f t mre infrmatin n few er pages.) Have students check the resume in exercise 3 and circle r underline sme examples f ellipsis. (Duties include... Duties included... Wrking knwledge f..) 4.2 Have students wrk alne t rewrite the sentences. Have them cmpare sentences with a partner. Check answers by calling n vlunteers t read their sentences alud rwritethem n the bard. a Can perate bth PCs and Macs, b Prmted t senir clerk, c Duties included clerical wrk, d Appinted ffice manager in June 24. e Wrte mvie reviews fr student magazine, f Studying mechanical engineering. FURTHER PRACTICE Have students wrk alne t write tw r three similar elliptical sentences abut themselves (if they have never wrked, they can write abut skills, abilities, and studies).they shuld skip a line between sentences. Have students exchange sentences with a partner, wh writes the cmplete sentence belw each elliptical sentence. Circulate while students are wrking t help ut. Have students keep their sentences t use fr exercise 7. 7 Writing fr the Real Wrld

70 5 Vcabulary 5.1 Have students wrk alne r with a partner t cmplete the task. Allw them t use a dictinary, if necessary. Check answers by calling n vlunteers. a 3 b 1 c 4 d Have students wrk alne t rewrite the sentences. Remind them t check the verb tense and t use ellipsis. Check answers by calling n vlunteers t read their sentences alud rw ritethem n the bard. a Assisted ffice staff with cmputer maintenance, b Handled custmer enquiries, c Operated PC fr wrd prcessing and spreadsheets, d Wrking knwledge f Micrsft Wrd and Excel. 6 Writing task 1 Give students time t read thugh the jb ads. Answer vcabulary questins as necessary. Have students lk back at the applicatin letter in exercise 1 as a mdel, and remind them t mentin any qualificatins in their letter.they can write their letter by hand rwrd prcess it in class r as hmewrk. (Jb applicatin letters used t be wrd prcessed and mailed, althugh it is becming mre cmmn t them). Students can share letters in pairs r small grups, and / r turn them in t yu t check. 7 Writing task 2 Have students refer t the resumes in exercise 3 and n page 116 as mdels.they culd prepare a resume fr ne f the jbs in exercise 6, ne fr a jb they wuld like t have, r a general ne (withut mentining an emplyment bjective).they can write their resume by hand r wrd prcess it in class r as hmewrk. Have students share their resumes in pairs r small grups.they can als turn them in t yu t check. OPTIONAL ACTIVITY Writing jb ads and applicatin letters Have students wrk alne t think f a jb and write a jb advertisement like the nes in exercise 6. If pssible, bring in additinal jb ads frm English newspapers r dwnlad sme frm the Internet and give the class sme time t read thrugh them.then cllect the jb ads frm the class, shuffle them, and distribute them s that each student has a new jb ad. Students write applicatin letters fr the ads, using real infrmatin r their imaginatin. Return the jb ads tgether with the applicatin letters t the riginal writers t check ver. Will they give the applicant the jb? Variatin After students have written applicatin letters, attach them t the jb ads, cllect and shuffle them again, and distribute them t different students. Students nw write a secnd applicatin letterfrthe new ad, withut reading the first applicatin letter. Return the jb ad with bth applicatin letters attached t the writer f the jb ad, wh chses which persn gets the jb. OPTIONAL ACTIVITY Cmmn terms in jb ads Use phtcpiable page O, page 88. Students wrk in pairs. Make ne cpy f the phtcpiable page fr each pair. In each pair, give ne student cards A and B and the ther student cards C and D.They start with cards A and C. One student reads alud the jb ads n card C while the ther finds tw abbreviatins frm the list n card A t match each jb ad.then they change rles and use cards C and D t repeat the activity. When they have finished, have each student rewrite three ads using the abbreviatins. 1 c,f 2 b,e 3 a,d 4 h,k 5 j,l 6 g,i Writing fr the Real Wrld 71

71 Review 3 Units IN THIS UNIT, STUDENTS REVIEW... describing a place making recmmendatins thanking writing n the Internet 1 Describing a place 1.1 Tell students they are scanning t find specific infrmatin.they shuld read Mi-Sun s as quickly as pssible t find the right answer. Have students raise their hands asthey finish s yu can tell when the class is ready.then call n a vlunteert give the answer. Have students underline r pint t the sentences that shw the crrect answer, (...and I ve jined a fe w clubs and...) Answer c 1.2 Give students time t read the mre slwly and carefully.then have them wrk alne t cmplete the and check answers with a partner. Check answers by calling n vlunteers t read the alud sentence by sentence. a last b university c center d staying e plenty 2 Recmmendatins f great g scieties h semester i sn 2.1 Pint ut that this is anther scanning exercise. Have students read as quickly as pssible t find the answer, and raise their hands when they are dne. Students shuld cmpare answers with a partner when they ntice that a persn next t them has raised his / her hand. G ver answers with the whle class when everyne has finished. a Yes, he des. b Lake Lagunita and Stanfrd Stadium, c She culd take windsurfing lessns, r sunbathe and read a bk. OPTIONAL ACTIVITY Mi-Sun s reply Have students wrk in pairs. First, have them brainstrm what Mi-Sun might write in her next t Dave. With lwer-level classes, have pairs share their ideas with the whle class at this pint. (She will tell Dave whether she has visited Lake Lagunita r Stanfrd Stadium, and hw she liked them. She might give mre infrmatin abut her schl life r any f the ther tpics she mentins in her first , r ask Dave sme questins abut his life.) Then have each pair write Mi-Sun's respnse. Only ne student in each grup needs t write the , but bth partners shuld cntribute ideas.then cmbine tw pairs t share their s, and ask them t ntice similarities and differences. If yur class is nt t large, call n smene frm each pairt write their n the bard. Alternatively, have students pin their s t a bulletin bard; give the class time t circulate and read them. 2.2 Have students wrk alne t cmplete the exercise. Have them cmpare answers with a partner. 72 Writing fr the Real Wrld

72 Check answers by calling n vlunteers t write the crrected sentences n the bard. a Mistake: university,snwbarding university snwbarding The university snwbarding sciety is a lt f fun. b Mistake: Have yu hear-> Have yu heard Have yu heard abut the new Thai restaurant? c Mistake: recmend» recmmend The new Radihead CD is excellent - 1highly recmmend it. d M istake:were -> was The fd was cld, and the service was awful, e Mistake: questin mark used at the end f the sentence instead f a perid. I liked the cmfrtable seats and the big screen, f Mistake: t ->t The Paper Mn bkstre has a gd selectin f bks and a great cafe, t. 3 Pairwrk dictatin 3.1 Put students in pairs t d the dictatin. Befre they begin, ask all the Student As and Student Bs t raise their hands in turn, s that it is clear that all the students knw their rles. Have the Student As turn t page 15 and read the first sentence t their partners. Student A culd read all his / her sentences first, and then Student B; r they may take turns readingand w riting. Students check their answers in exercise Have students check answers by cmparing bks. If any mistakes were made, see if they can articulate what the prblem was. (/ thught yu said "... etc.) H U U J i W U Have students lk thrugh Units and chse three r fur mre sentences fr pairwrk dictatin. Wrking with new partners, they shuld repeat exercise Wrd puzzle Have students wrk in pairs t cmplete the puzzle. Check answers by calling n vlunteers t spell the wrds alud r by having vlunteers write the answers n the bard. a campus e brainstrm b hard f tpic c persnnel g cnsider d waiting Yu w rite a captin. 5 A thank-yu 5.1 Have the students read thrugh all f the statements befre they read the ; then have them cmplete the task by themselves. Ask them t crrect false statements. Have students cmpare answers with a partner, shwing where in the they fund the infrmatin. Check answers by calling n vlunteers. a F She is writing t her teacher, b F She is writing t thank her teacher, c T d T 5.2 Have students discuss the pints t be mentined in small grups.then students wrk by themselves t write their , write a letter by hand,rwrd prcess it. Have them send their s directly t yu if they can.this can be dne in class r as hmewrk. If time allws, answer each student's and thank him r her fr participating in yur class. 6 Writing and culture: the Internet 6.1 Have students wrk in grups f fur and take turns reading the paragraphs alud. If they have vcabulary questins, ask them t first see if they can figure ut the meaning f the wrd frm cntext befre turning t a dictinary r asking yu fr help. 6.2 If nly a few f yur students have tried any f these kinds f writing, have students wrk in grups instead f pairs. Encurage students t ask ne anther fllw-up questins and t ffer additinal infrmatin where pssible. Alternatively, ask each questin t the class as a whle. When smene answers yes, let ther students ask him r her fllw-up questins. 6.3 Have students wrk alne t write their paragraphs. Yu can have them make idea maps first and write a tpic sentence. Have students share their paragraphs with a partner rin small grups, and then hand them in t yu t check. Writing fr the Real Wrld 73

73 PHOTOCOPIABLE PAGE A Unit 1, page 8 Writing Questinnaire N am e... C la s s... Native language... 1 Hw d yu feel abut these kinds f writing in yur wn language? Write ju st ne wrd r a shrt phrase. applicatin frm... assignment fr schl... business ... business letter... diary... fax... greeting card... jb resume... letter t a newspaper... persnal ... persnal letter... pstcard... text messages... 2 What d yu use fr writing? (e.g. pen and paper, desktp cmputer, laptp cmputer, cell phne) Yur first language... English 3 Where d yu usually write? (e.g. at hme, a t schl, n the train) Yur first language... English 4 What is easy fr yu abut writing in English? 5 What is challenging fr yu abut writing in English? 6 What d yu hpe t learn in this class? 74 Writing fr the Real Wrld Oxfrd University Press PHOTOCOPIABLE

74 PHOTOCOPIABLE PAGE B Unit 2, page 13 M M CO c CO CO Q O'- O) c ' O ZD > L - c X CO E H» CO 15 S =3 > c c CO _c I- Q. CO O) _c CO >> E 4 L - =3 +» q. CO CO L X 1 x : CO &_ 13 4 c E O c CO > c CO c CO CO CO c.n cq ED S * e r. H L l fti rt N ph f-h w >H <u Q cn DO ph e JB +-» 1 I E H X uoj +-» Id <U p +-» <u -M c i H 3 u I I <D G.j 3 E Is s *3 3 D r ph Ctf DO T3 scu tn3 su X >> <D Ph s 3 u >> cu ph X X uca c/> tn rd Hu I ' <um 34 1 U ph rt C/5 rt pu DO G O CD p >H ph DO <U p p* CD I U T3 CD c/> CU»H cti u a; rt H i nj PHOTOCOPIABLE Oxfrd University Press Writing fr the Real Wrld

75 PHOTOCOPIABLE PACE C Unit 3, page 17 Name Klmail address j Alternate 1 [ Time Alternate 2 Language GMT England P English f -8: US/Califrnia P Spanish O -3: Brazil Prtuguese r -5: US/New Yrk P French p +1: W. Eurpe P German +2: Turkey P Chinese +7: Thailand P Japanese +8: China, Taiwan P Krean P +9: Suth Krea, Japan P Other... Other... Prmpt fr Passwrd Change Passwrd Every Hur p Weekly Every 2 Hurs p Mnthly Every 4 Hurs Semi-annually Daily p Annually Hme Address Phne Cellphne Fax Special ffers & marketing cmmunicatins frm Klmail. Select as many as yu Send me: P Klmail news and current events P Special ffers and nline sales P Travel specials and discunt tickets P Entertainment, games, and sprts p Finding a jb and jb hunting tips P Making friends P Using Klmail fr research and P Building websites fr persnal r surfing the web prfessinal use Buying and selling things n the P Jining discussin grups Klmail auctin site 76 Writing fr the Real Wrld Oxfrd University Press PHOTOCOPIABLE

76 PHOTOCOPIABLE PAGE D Unit 4, page 21 My smmr hls wr CWOT. B4, we usd 2 g 2 NY 2C my br, his GF & thr 3 kds FTF. ILNY, its gr8>. I3t my Ps wr s {:-/ 3C 9/11 tht they dcdd 2 stay in 5C & spnd 2wks up N. Up N, WUCIWUG-O. I ws vvv brd in MON. bt baas & A A A A A AARS, my Ps wr :-)-they sd ICI3W, & tht they wr ha-p 4 the pc&qt.jdts!! I wntd 2 g hm ASAR 2C my M 5 s again. 2day, I cam bk 2 skl. I feel v :-) 3C I hv dn all my hm wrk. Nw its I3AU... Surce:The Sunday Herald, 2 March 23 Translatin PHOTOCOPIABLE Oxfrd University Press Writing fr the Real Wrld 77

77 PHOTOCOPIABLE PAGE E Unit 5, page 25 V Dear Creative Learning Incrprated, i I fund yur website n the Internet and was very interested in yur science tys. i Culd yu please tell me which f yur kits wuld be interesting fr a nine-year ld girl?! She likes nature and cmputers. Can yu ship prducts in time fr Christmas? I hpe t hear frm yu sn. Best wishes, (yur name) Dear Science Fictin Jurnal, I am a student at Central State Cllege. My majr is creative writing, and I am very interested in science fictin. Please send me details f hw t submit a shrt stry t yur magazine. Culd yu als tell me hw t subscribe t Science Fictin Jurnal? I lk frward t hearing frm yu. Sincerely, (yur name) 78 Writing fr the Real Wrld Oxfrd University Press PHOTOCOPIABLE

78 PHOTOCOPIABLE PAGE F Unit 6, page 32 I t r n.; " O O X 3 " O g c O O ) c _C 1 < i >8SM W I 111 <! 3 i _ U ) c. M O ) E c d c M a ) <==, CD E 4_ 3 c 3 C D O " O c C D =3 + -» Q. ' l. O > * > b Q. O s z O J D CD 4 = F 3 H > Q - CO cvi a) r t Q. C D O -!r c ^ D W E C O D Z 3 W t E ) _ >* g c < C O Q ) 3 O 1 >ve <: 5 O C -c O '> "O 't= ^ CD 3 = 5J 5 -Q 3 ^ = O =- >» i n i «C O C N J _ J < 3 CO - Q E c -» > j =.O) > E : c c ^ - CO D J Z J > * O CD C D x : a. > " CO c CO O ) q : X S C L 4 c CD x : S I - C -» C O C D * C D _ C -t ' 3 t i O ) c x : c c CO 4- J CD C D 3 CO C D. J Z CD c O 5 > ; t = L _ CO _ E E - C " O A C D i C c^- 4 * CO C O - Q E 3 c c O > E D O 1 & I g b A ±L \*22 m -i : ** m 3 C O CD c 3 3 C CO O ) c < CO O O ) c > L_ 3 - Q O ) 5 = E d -T3 13 O O d r E a c d c - d.j2 " F - Q S E X -C D c m I c D O ) c c CO _ J c O b. Q - C ^ - 3 s z CO 1 3 > 3 O > * c. = O ) 1 3 '. O C > * -4 * E 5 I O ) -1- n CD 2 -C= ±2 1 +-* CO Z5 i 1 8 O A Q _ 2 _ a CO F 1 c C ^ - i C l) E c : a ) c J C C l) H J Z >» E CD ~ 5 O Q J 111; CO O = 3 =3 O CD CO CO 1 3 'I Z V - Q CD C D O CD O CD ) c -4 ' O ) 5 5 J O I _C D J Z CO 1-2 c O K C C D Q. C D CO > CO _ C C D c J C O _ c C D 4 CO C D 1 c CO. C O J = CO CD c O 3 CO _ c H! O CO C O t Q. i _ O < C O 'C D 4 = : " 3 k _ CO 7 \ 3 s z C O C D H» c -4» C D C O c J C O ) H < CO c.c D " O 3 Q _ O CL ^_ 3 C D >% C g c CO O) C f=l 3 = O > "O D F * 1 = x ^ c^s _c ^ < - C A CO C D O T3 O E l c^ O) O i -Q C D + < >, CO O = c \ i B j I & s i H -S O je CO.9- s. c > D CO O) c O CO c O "-t > CO 13 D" E >, c C D D 9>> P >* O C * ^ 2 5 a> E 11 CD k PHOTOCOPIABLE Oxfrd University Press Writing fr the Real Wrld 79

79 PHOTOCOPIABLE PAGE G Unit 7, page 36 Wuld yu like t g t the beach this weekend? I d lve t. I'll bring my vlleyball. Wuld yu like t g swimming with me tmrrw mrning? I m afraid 1can t swim. Why dn t we play tennis instead? Hw abut ging t a mvie tmrrw? I m srry, but I m busy tmrrw. Are yu free tnight? D yu want t have lunch n Friday? Lunch sunds great. Let s meet after class. Hw abut ging t the mall n Sunday? I m srry, but 1can t make it. Can we g t the mall n Saturday instead? D yu want t play glf this weekend? That sunds like fun. But yu ll have t teach me hw t play! Hw abut studying fr the test tgether tnight? Gd idea. I ll bring my ntes. Wuld yu like t g dancing this evening? I m srry, but I m a terrible dancer. Hw abut a mvie instead? D yu want t g fr a walk with my friends and me at lunchtime? Sure. Can we meet at 11:? I d like t walk befre 1eat. 1just gt a new vide game. D yu want t cme ver and try it? That sunds great. 1lve vide games. 8 Writing fr the Real Wrld Oxfrd University Press PHOTOCOPIABLE

80 PHOTOCOPIABLE PAGE H Unit 8, page 41 ^ rr. Dear Maria, Dear Maria, * I knw we had a lunch date fr tmrrw afternn. I m srry, but I can t make it. I frgt that I m nt free then. I have t g t the dentist at 12:3 pm. I wn't feel very gd after that. Culd we have lunch anther day? Fm really srry that I frgt abut this! Yur friend, Mika Dear Traveler s Htel, Yur friend, Mika Dear Traveler s Htel, Thank yu fr reserving a single rm fr me fr the nights f March 12 and 13. Hwever, I need t change my reservatin. M y sister will be visiting me that weekend. Culd 1change my rm frm a single t a duble? Please let me knw hw much mre it will cst. Yu can charge my credit card fr the extra amunt. 1hpe this will nt cause any incnvenience. Sincerely. Kate Jansen Dear Mr. Mrales, Sincerely. Kate Jansen Dear Mr. Mrales, We regret t say that because f an errr with ur website reservatin frm, yur reservatin fr the week f August 5-11 is nt available. In additin, because f the busy hliday, we have n ther single rms during that time. Therefre, we wuld like t upgrade yur rm t a deluxe suite. There will be n extra charge fr this. Please accept ur aplgies fr any incnvenience. We lk frward t seeing yu in August. Sincerely, Glbal Giant Htel Sincerely, Glbal Giant Htel PHOTOCOPIABLE Oxfrd University Press Writing fr the Real Wrld 81

81 PHOTOCOPIABLE PAGE I Unit 9, page 44 Christchurch cllege 82 Writing fr the Real Wrld <DOxfrd University Press PHOTOCOPIABLE

82 PHOTOCOPIABLE PAGE J Unit 1, page 49 <u QJ +-» 3 Q _ E u TO cu Q 3 O >> CU V- TO 5 1/3 QJ JO \ i_ CU +-* cu _c +J +-» 3 _Q TO C TO C L E u O -M DO C 4^. CU E E T D TO O _ C/3 DO 3 O -Q C 5= <U -M #c *1 C L CU g E CU rs i - g r^ -Q CU 3 " S c ^ +3 CU 5 E := +" v/3 TO D CU -M t > i-t CU -f-» TO cu u 3 cu C L C L O E»/3 "D c VJ TO "vj- 5 * Jh- 3 O E i TO CU +-» E _ c C +-» s. C L 5 «4- u V- --- v-! 1/3 VO CU -M O 4 1 c \ - J \ _ 3 c l TO O c u QJ c U TO CU TO Q_ +J c n cu E M a _c -M C l u c TO OCJ _TO QJ TO _Q u T3 4-» 1/3 T 3 QJ _c CU _QJ c DO. TO aj 3 cu U 1/3 _ c CU a O _ CU +-» X I cu -C 3 u 1- -Q C CU E T 3 CCU C/3 O 5 3 CU +-» TO u CU q _ C L TO T 3 O 5 1/3 TO C TO C L 1/3 1/3 TO CU s 3 O E TO DO J/3 CU 1 c DO +-» \ _ TO +-«C L c TO TO U U C -+-» u_ TO CU _ C -M _ c +-» <u -M CU 3 _ c C L +-* E u TO u _Q TO CU T 3 aj C CU E - 5 cu \A DO T 3 \ n -- *-> TO C C/3 C/3 CU O O LD C l C L 1 /3 DO C 3 _>3 <U 5*= CU u c In CU TO * T T - jcn *1Ccu PQ >H t cu Q <u "t "d <D ph QJ DO TO C TO +-» _S P L u cn j TO H Pi TO >H 3 TO 4-» V3 (U >3 "S <u u cu cn <U +-* "3 s Pi H r 2 g u +-» DO cu TO T 3 i i Pi >H <u Pi tg "3 *d TO X i i 'd C TO T 3 PJ QJ ph ro % T * Pi TO ^ M CD "J aj T3 > TO In <U,3 & -H X G P L g s 3 w TO 3 -g 9 K >% QJ -M + TO QJ >-HpCJ J -M C ^ g 5-3 QJ O I «C rq * QJ O CU c T? I>- r-h " -M TO& 4 ' T J TO X 1 "3 M cn PI r-h 1 Jh <u cn j * QJ QJ r-h 'S TOjS 'S S rt QJ DO C/3 CU TO -C T 3 PJ CU r-h DO I "d PJ TO TO u ph c/a C/3 r tf l j nzs &. ' u 5^ a g O G w TO & QJ 'd 1 H3 PJ TO <U DO Pi O r H rt O O +-» 'd 9O u M-t CU >H >H ph >H S CO Q u N tsj QJ fi C/3 -M QJ DO 3 +-» X C/3 Mh OJ 6 DO 3 O >H r > QJ * QJ X TO QJ +-» C/3 T 3 QJ >H QJ T 3 >H O T3 p; ph s I T 3 QJ DO Pi TO X um QJ 6 TO u QJ <5 "3 po TO QJ -M C/3 TO T3 QJ Vh QJ DO Pi ph TOQJ T3 QJ X C/3 ph PJ Mh T 3 TO pd 'd PI QJ ph t 1 "3 po rj TS S g g - ^ a prt TO DO c/3 S & * X 6 >< s QJ O»2 «E p^ j QJ s DO rh >H "d PI TO M uto & QJ p^to PI 2 3 'd PJ TO QJ T3 ^3 Jh C/3 QJ TO W > Q> >H ^ C TO2 «H c/3 QJ "S ih ukpl O S *! rt QJ CQ "S Jh QJ s c -H >< C QJ TO PI 1 +-» C/3 c J >H *H - y 3 S ^ 4_j u c3.55 D O 'd PJ TO 1m C/3 TO i QJ j g, DO S 3 u ^ s cn O PI ^ ^ S3?.1=! QJ PI QJ cn CU 5h QJ 1 QJ O cn 13 QJ O +-» QJ PI O DO 3 P! QJ cn 3 'd QJ cn +j 1 X p^ ph <U ss I rh "S QJ "t ps >H vs TO O X uto O CL QJ DO PI PHOTOCOPIABLE Oxfrd University Press Writing fr the Real Wrld 83

83 PHOTOCOPIABLE PACE K Unit 11, page 56 Descriptin Hbbies Favrite Wh is it? 84 Writing fr the Real Wrld Oxfrd University Press PHOTOCOPIABLE

84 PHOTOCOPIABLE PACE L Unit 12, page 6 C a r / m t r c y c le / b icy cle N a m e... R e s t a u r a n t / s h p Nam e A i r l i n e / h t e l / c i t y N a m e... Reviewed by R a tin g... C m m e n ts... Reviewed by Rating C m m e n ts... Reviewed b y... R a tin g... C m m e n ts... Reviewed b y... R a tin g... C m m e n ts... Reviewed b y... Rating Cm m ents... Reviewed b y... R a tin g... Cm m ents... Reviewed by R a tin g... Cm m ents Reviewed b y... Rating C m m e n ts... Reviewed b y... R a tin g... C m m e n ts... Clthing / csmetics Nam e Reviewed by Rating Cm m ents Ty / cm puter gam e / cm puter sftw are Nam e Reviewed by.. R a tin g.. C m m e n ts.. C am e ra/ce llp h n e / cm puter hardware Nam e... Reviewed b y... Rating... C m m e n ts... Reviewed by Rating. C m m e n ts... Reviewed by... R a tin g... Cm m ents.. Reviewed b y... R a tin g... C m m e n ts... Reviewed b y.. R a tin g. C m m e n ts... Reviewed b y. Rating. Cmments... Reviewed b y... R a tin g... C m m e n ts... PHOTOCOPIABLE Oxfrd University Press Writing fr the Real Wrld 85

85 PHOTOCOPIABLE PAGE M Unit 13, page 64 a; "O reuo' 3 O -a -a f5 «/> a* "O c * i 3 2 O 3 M- CTS si -g \A C nj 3 O <U 2 OJO c a; E u 3 O >i t j 3 - (A>* -C >s c.. fo Q) E a. E ns <u X OJ fc- UL <u -C O t* ^ 3 1 ns r U rtj CQ S5 \A 86 Writing fr the Real Wrld Oxfrd University Press PHOTOCOPIABLE

86 PHOTOCOPIABLE PAGE N Unit 14, page 65 Hme Page Questinnaire 1 D yu have a hme page? If yes, g t questin 2. If n, g t questin 4. 2 Hw lng have yu had it?... 3 What kind f infrmatin is n it? Are there pictures?... 4 D any f yur friends have webpages th at yu ve seen? If yes, describe ne. 5 Wuld yu like t read these kind f websites? 1 = yes 2 = maybe, it depends 3 = n a The hme page f smene frm yur schl th a t yu dn t knw well. b The hme page f a stranger wh is yur age. c The hme page f a stranger wh is 1 years yunger than yu. d The hme page f a stranger wh is 15 years lder than yu. e The hme page f smene in yur family. f A fan site fr a celebrity. g A fan site fr a mvie, TV shw, r bk. h A site that gives infrmatin abut a freign cuntry. i A site that gives infrmatin abut a sprt r hbby yu like. 6 What ther kinds f Internet site s d yu like?... 7 D yu think it s safe t have th is infrmatin n a persnal hme page? 1 = yes 2 = I m nt sure 3 = n Yurrealname... Yurage... Yur hme address... Yur phne number... Yur address... Yur credit card number... Yur pht... 8> Yur friend is making a hme page. D yu think he / she shuld include these things? Answer yes r n. Infrmatin abut his / her hbbies... Phts f his / her family... Likes / dislikes... Phts f his / her friends... Travel stries... Phtsfyu... Infrmatin abut his / her schl... His / her childhd experiences... His / her future plans... His / her philsphy f life... A diary f his / her daily activities (a blg)... PHOTOCOPIABLE Oxfrd University Press Writing fr the Real Wrld 87

87 PHOTOCOPIABLE PACE O Unit 15, page 71 a b c d Apply in persn. Bilingual a plus. FT / PT. Salary cmmensurate with experience. 2 yrs exp. Fax resume & / r applicatin Wanted: W aitress / W aiter fr busy restaurant. Bth full tim e and part tim e psitins available. Yu can fax a resume r an applicatin t Full-time psitin: Secretary/ receptinist fr busy dental clinic. Yu shuld have tw years' experience in a similar psitin. We prefer applicants wh can speak English and Spanish. EXCITING SALES OPPORTUNITY! Set yur wn schedule. Hw much we pay yu depends n hw experienced yu are. Dn t apply by phne r letter. 4 / Vlunteer sccer cach. There aren t any regular hurs. It s OK if yu have never dne this befre. An exciting pprtunity t help yung peple. Graphic designer fr new independent magazine. Yu need t wrk at least twenty hurs a week. G d teamwrk skills essential. W e pay at least a s m uch a s ther graphic design jbs. Retail sales psitin in fashinable clthing stre. This is a full-time psitin and ffers health insurance, sick leave, and retirement benefits. Dn't telephne us abut the jb; write a letter r cme see us. g h i j k I N calls. Flexible hurs. FT + benefits. Cmpetitive salary, N exp. req. Minimum 2 hrs/wk, 88 Writing fr the Real Wrld Oxfrd University Press PHOTOCOPIABLE

88

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