S Tên ieteset Bee oe „uy aS Bes Ni 3116:0022)191215 00a OC Graham : ed A© UNIVERSITY PRESS Palmer Of Ol. Contents Map of the book 4 Introduction 7 Thanks and acknowledgements 9 Unit 1 Personal information 10 Unit 2 The family 16 Unit 3 Daily activities 22 Unit 4 Homes 28 Unit 5 Town and country 34 Unit 6 Travel and tourism 40 Unit 7 Food and drink 46 Unit 8 Describing people 52 Unit 9 Describing things 58 Unit 10 Friends and relationships 64 Unit 11 Health and fitness 70 Unit 12 Leisure time 16 Unit 13 Education 82 Unit 14 The world of work 88 Unit 15 Money 94 Unit 16 Past experiences and stories 100 Unit 17 Science and technology 106 Unit 18 Social and environmental issues 112 Writing tool kit 118 Activity type Writing foc 1 Personal information Elementary 1.1 Pickpocket! identifying people, group role play form, statement 50 mins crime Intermediate 1.2 Who's who identifying famous paired biography 50 mins people puzzle-solving, text analysis Upper-intermediate 1.3 Jobsearch jobs group game, €V (Curriculum 50 mins role play, Vitae} text analysis 2 The family Elementary 2.1 Dinner’s in the relationships, food —_ paired matching, personal note 50 mins text analysis Intermediate 2.2 Trouble with marriage group role play personal letter 50 mins the in-laws (apology) Upper-intermediate 2. genealogy simulation email, register Elementary 3.1 Nothing happened routines, paired text analysis diary entry, memoir 50 mins today relationships Intermediate 3.2 Prison: doing time prison routines paired text analysis writing a report; 50 mins editing for length Upper-intermediate 3.3 Murder mystery crime, alibis paired puzzle-solving, summary report, 50 mins role play note taking 4 Homes Elementary 4.1 Designer kitchen kitchens, good group report 50 mins design problem-solving Intermediate 4.2 Holiday houses, holidays matching, personal letter 50 mins house-swap paired simulation {descriptive}; linking Upper-intermediate 4.3 The student house rules, group role play rules 50 mins communal living ĩ 5 Town and country Elementary 5.1 Get lost! directions, paired role play personal letter 50 mins relationships {giving directions) Intermediate 5.2 The news on focal newspapers text analysis, news article; 50 mins the street group simulation expanding notes Upper-intermediate 5.3 The big move moving to the paired role play personal letter 50 mins countryside (opinion); editing for emphasis 6 Travel and tourism Elementary 6.1 Wish you holiday problems text analysis postcard 50 mins were here .2 Paradise tours choosing package matching, brochure 50 mins holidays text analysis description; targeting audience Upper-intermediate 6.3 FAQs: Frequently —_ transport advice paired text website; targeting 50 mins Asked Questions analysis audience Activity type 7 Food and drink Elementary 7.1 A lovely meal dinner parties simulation personal letter 50 mins (descriptive) intermediate 7.2 The Greasy Spoon restaurant hygiene _ paired spot-the- report 50 mins difference, text analysis Upper-intermediate 7.3 Black or white? marketing coffee group simulation advertising copy; 50 mins expanding notes 8 Describing people Elementary 8.7 Virtually friends Internet friendships matching, personal e-mail 50 mins paired roie play Intermediate 8.2 Business contacts meeting business text analysis business e-mail 50 mins contacts Upper-intermediate 8.3 The shape introducing text analysis fiction 50 mins of hands. characters 9 Describing things Elementary 9.1 Internet bargains personal belongings whole class game catalogue 50 mins descriptions Intermediate 9.2 It’s a whatsit everyday objects group quiz dictionary 50 mins definitions Upper-intermediate 9.3 Dream limo custom limousines paired simulation fax; checking 50 mins for meaning 10 Friends and relationships Elementary 10.
crisis ina paired role play personal letter 50 mins relationship (giving news) Intermediate 10.2 Soap opera new soap opera paired simulation feature article; 50 mins characters expanding ideas Upper-intermediate 10.3 Who gets pre-nuptial paired role play, formal contract; 50 mins the children? agreements text analysis adding punctuation 11 Health and fitness Elementary 11.1 More gain, encouraging group text website 50 mins less pain healthy lifestyles analysis feature article; expanding ideas intermediate 11.2 First Aid emergency paired text analysis, informative leaflet; 50 mins First Aid simulation editing for logic and focus Upperintermediate 11.3 The Donor organ donor group simulation TV advert 50 mins Campaign campaign storyboard 12 Leisure time Elementary 12.1 Leisure for all planning a group simulation questionnaire 50 mins sports/leisure centre Intermediate 12.2 | win! explaining group board instructions, 50 mins board games game rules Upperintermediate 12.3 A really good reviewing for paired text reviews; 50 mins read. a website analysis correcting style and structure Theme Title pic Activity type Writing focus Time 13 Education Elementary 13. excuses forabsence group board game absence note 50 mins Intermediate 13.2 Writing class the writing paired simulation promotional 50 mins process flier; targeting audience Upper-intermediate 13.3 Cyberstudy virtual language group discussion, discursive 50 mins schools text analysis composition; linking ideas 14 The world of work Elementary 14.1 Troubie with business problems — group simulation memo; using 50 mins telesales capital letters Intermediate 14.2 What do youdo? —_ describing and paired text job description 50 mins managing work analysis, guessing game Upperintermediate 14.3 Mr Don’t Know recruiting paired text employment 50 mins people analysis reference; emphasising ambiguity 15 Money Elementary 15.1 Credit cards borrowing paired simulation form, semi-formal 50 mins money letter (request) Intermediate 15.2 Shopping by post —_ returning faulty paired text analysis form, semi-formal 50 mins goods letter (complaint); error correction Upper-intermediate 15.3 Can't pay; won't delaying payment paired simulation formal letter 50 mins pay! (responding to demands, making excuses} 16 Past experiences and stories Elementary 16.1 One thing led planning stories group game fiction; plotting 50 mins to another .2 The six friends inventing group role play personal letter 50 mins fictional answers (explanatory); varying viewpoint Upper-intermediate 16.3 The storyteller memorable group storytelling fiction; drafting 50 mins events retold 17 Science and technology Elementary 17.1 Short circuits simple electrical paired game sequenced 50 mins circuits description Intermediate 17. selling new pair simulation catalogue 50 mins inventions description Upper-intermediate 17.
access to the interpreting data comparative 50 mins worldwideweb? Internet report; describing changes and trends 18 Social and environmental issues Elementary 18.1 Planning problems a new bypass group simulation petition; 50 mins expanding ideas Intermediate 18.2 Campaign, not campaigning paired simulation semi-formal 50 mins complain letter (protest) Upper-intermediate 18.3 Water: a clear clean water, paired simulation e-mail campaigning; 50 mins solution development presenting opinion Unit 1 Personal information Pickpocket! Warm up 1 Ask a student to walk across the classroom. Mime taking their wallet from their pocket. Ask: What did I do? Elicit the noun pickpocket and the phrasal verb to pick somebody's pocket. 2 Ask: Has anyone ever had something stolen from their pocket? What was it? How did they get it back? Main activity 1 Tell the students they are police officers who have found a stolen wallet in London’s Oxford Street.
The wallet does not contain an address, or any money or credit cards; they will need to find out as much as possible about its owner if they are to return it. Elicit what documents might be in the wailet and what information they might contain. Divide the class into groups of four and give each group one set of the Contents of Wallet. Tell the students to discuss what the documents are and what they tell them about the wallet’s owner.
Feedback as a whole class. Give out one copy of the Police Form per student and ask them to complete the form. They should write full sentences under the heading Interests and hobbies. Feedback as a whole class.
Elicit the correct question for each piece of information and write the question on the left of the board and the answer on the right: What's his surname? ị Parker : What's his first name? : Peter Mr, Mrs, Miss or Ms? Mr When was he born? 21 May 1984 Where does he live? ị We don't know. What's his telephone number? We don’t know. What does he do? ị Student Where does he come from? | We don’t know. What are his interests and hobbies? | He is studying English Literature and enjoys music.
He likes travelling (he has an | International Student Travel Card), keeping fit, iị | swimming and/or playing squash. i‡ Explain that Peter has gone to the police station. Write these cues on the board: My name is. was stolen / It had lots of important things in it like.
In pairs, tell students to write Peter's statement to the police, using the cues to help them. Tell the students to swap their statement with another pair and check the language. You may want to give students a simplified Second draft checklist to help them with this (see p. Display the finished statements on the wall with one set of the Contents of Wallet.
in groups of three or four, tell the students to select the statement which is most factually accurate. Follow up Ask the students how much information about themselves they think is in their own wallet. Give each student a second copy of the Police Form and ask them to use their own wallet to complete it. Tell them not to add any information that is not included in the wallet.
Ask the students to complete the story: “Yesterday, Peter Parker went shopping. Contents of Wallet j_ 5rentValley South Ealing Sports & Ì!ÏN_ nao; Beate ec falFitness CentreS | Newsagent ‘ ‘TATA :| Student Name: Peter Parker bs M Mogens , No.04 ' | ! Expires: August 2004 ' i 1} Course: BA (Hons) t English Literature : I ' pan e nen een eens - BBC Music : Magazine £3.99 Shepherds Bush Empire ¡| p COSMIC CHICKEN i + SUPPORT Ean |) i Doors open: 8. t 30 March 2004 Brent Valley. Thank you for £15.-2 shopping with us 2 crrnnrnrrrrrrrrnerernrrrrrrrrerrrrrrerrrrrrrrrrrrrrreereerrerrrerrrecrerreeceeeeeeieekee Police Form Metropolitan Details of Crime Report Police Victim Form Surname: First name: Title: Mr/Mrs/Miss/Ms Date of birth: Hi ý Address: Telephone number: : F Occupation: Nationality: a Interests and hobbies: ie i From Writing Extra by Graham Palmer © Cambridge University Press 2004 @streyrelasl apt ks 11 Unit 1 Personal information Whos who Warm up 1 Divide the class into groups of four.
Write a famous person’s name on the board. Ask the groups to discuss everything they know about that person. 2 After two minutes, feedback onto the board as a whole class. Use these headings: Name; Occupation; Achievements; When/where they were born; What their education was; What jobs they have done.
Main activity 1 Put the students in pairs and give each pair a photocopy of the Sampie Biographies. Ask them to read them and guess the names of the people. Feedback er gas as a whole class eats nề SP biÊ có R ROIHG | up Nos de ling) to bế? đơn ASGHAR 8Doser KD eae es = Se 2 Tell the students to use the Warm up headings to identify where different information is given in the Sample Biographies. Feedback as a whole class and emphasise the level of formality of the language.
3 Explain that they are going to gather information on another student, so that they can write a brief biography. Students who do not have much lifetime experien ce may wish to do this in ‘role’ by thinking of a famous person or selecting one from the list the teacher prepared before the lesson. Tell them not to tell anyone who they are! 4 Divide the class into groups of four and ask them to brainstorm the sort of questions they are going to have to ask. Feedback as a whole class.
Write these cues on the board as 3 students feedback: Was born in. | Major os Bee achievement. | Free-time achievement. 5 Put the students in pairs and ask them to interview their partners and make notes, using the cues on the board to help them.
6 When students have had sufficient time, stop them and ask them to write their partner's biography. Teli them to ensure they do not write a name on the biography .