CAMBRIDGE UNIVERSITY PRESS Graham PalmerContents Map of the book Introduction Thanks and acknowledgements Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 Unit 17 Unit 18 Personal information The family Daily activities Homes Town and country Travel and tourism Food and drink Describing people Describing things Friends and relationships Health and fitness Leisure time Education The world of work Money Past experiences and stories Science and technology Social and environmental issues Writing tool kit 10 16 22 238 34 40 46 52 58 64 70 76 82 88 94 100 106 112 118Aa aes cond 1 Personal information Elementary 1.1 Pickpockett identtying peogle, Intermesiate 1.2 Who's who Identitying famous people Upperintermedate 1.3 Jobsearch jobs 2 The family Elementary Intermediate Upperintermedate 3 Daily activities Elementary Intermediate Upperintermediate 4 Homes Elementary Intermediate Upperintermediate 5 Town and country Elementary Intermediate Upperintermediate 6 Travel and tourism Elementary Intermediate Uppersntermediate 241 Dinnersin the ven relationships, food 2.2 Trouble with marriage the inlaws 2.3 Family matters... genealogy 3.1 Nothing happened routines, today relationships 3.2 Prison: doing time prison rautines 3.3 Murder mystery crime, als 4.1 Designer kitchen kitchens, good design 4.2 Holiday houses, holidays houseswap 4.3 The student house rules, communal ving 5.1 Got lost! directions, relationships 5.2 The news on local newspapers the street 5.3 The bigmove moving tothe countryside 6.1 Wish you holiday problems were here 6.2 Poradise tours choosing package holidays 6.3 FAQs: Frequently transport advice Asked Questions peo group role play pared puzzle solving, text analysis group game, role play, text analysis paired matching, text analysis group role play imulation paired text analysis palred text analysis paired puzzie solving, role play group probierr-solving matching, paired simulation ‘group role play paired role play form, statement biography Vv (Currieuluen Vitae} personal note persona! letter (apology) email, register diary entry, memoir writing 2 report; editing forlengta surmmary report, note taking report persona leter (descriptive linking rules personal letter _Igiving directions) text analysis, group simulation paired role play text analysis matching text analysis Paired text analysis, expanding notes personal letter (opinion); editing for emphasis posteard brochure description; targeting audience website; targeting audience 50 mins 50 mins 50 mins 50 mins somins 50 mins 50mins 50 mins 50 mins [Link] sormins 50 mins 50 mins 50-mins 80mins 50 mins 50 mins 50minscoo 7 Food and drink ' Elamentary Intermediate Upperintermediate 8 Describing people Elementary Intermediate [Link] 9 Describing things Elementary Intermediate Upperintermediate 10 Friends and relationships Elementary Intermediate Upperintermediate 11 Health and fitness Elementary Intermediate Upperintermediate 11.3 The Donor Elementary Intermediate i Upperintermediate 12.3 A really good cs ao 7.1 Alovelymeal dinner parties 7.2 The 397 Spoon restaurant hygiene 7.3 Blackor white? marketing coffee 8.1 Virwally trends Internet friendships 8.2 Business contacts meeting business contacts 83 The shape Introducing cof hands characters 9.1 Internet bargains 9.2 i's awhatsit everyday objects 9.3 Dream imo custom limousines 10.1 Dear John crisisina relationship 10.2 Soap opera new soap opera characters 10.3 Who gets prenuptlal the children? agreements 11.4 More gain, encouraging less pain heathy lifestyles 112 Fist Ad emergency First Alc organ donor Campaiga campaign 12.1 Leisure forall planning sportsilasure centre 12.2 Lwin! explaining ______board games reviewing for read awebsite personal belongings whole en a simulation paired spot the difference, text analysis ‘group simulation matching paired role play text analysis text analysis lass garne group quiz palrod simulation paired role play paired simulation paired role pay, text analysis group text analysis palred text anal simulation ‘group simulation {group simulation group board game paired text analysis ea personal letter (descriptive) report advertising copy; expanding notes personal email business e-mail fiction catalogue descriptions dictionary definitions fax checking for meaning personal letter {giving news} feature article; expanding ideas formal contract; ‘adding punctution website 50 mins feature atice; expanding ideas Informative leaflet; 50 mins editing for logic and focus TWadvert 50 mins storyboard questionnaire 50ming instructions, 50 mins rules reviews; 50 mins correcting style and structure Time 50 mins 50 mins 50 mins 50 mins 50min 50 mins 50 mins 50 mins 50 mins 50 mins 50 mins 50 mins13 Education Elementary 13.1 Alikely excuse... excuses for absence group board game absence note 50 mins Intermediate 13.2 Writing class the writing paired simulation promotional 50 mins process fier; targeting audience Upperintermediate 13.3 Cyberstudy virtallanguage group discussion, discursive 50 mins schoals text analysis composition; linking ideas 14 The world of work Elementary 14.1 Trouble with business problems group simulation memo; using 50 mins telesales capita letters Intermed 14.2 What do yousdo? describing and paired text Job descriation 0 mins managing work analysis, - guessing game Upperintermediate 143 MrDor'tKnow recruiting paired text employment 50 mins peonle analysis reference; emphasising ambiguity 15 Money Elementary 15.1 Credit cards borrowing paired simulation form, semiformal_50-mins money letter (request) Intermediate 415.2 Shopping by post returning foulty paired text analysis form, semfarmal $0 mins goods letter (complaint error correction Upperintermediate 15.3 Can't pay, wor't delaying paymert paired simulation formalletter 50 mins pay! ttesponding tedemands, making excuses) 16 Past experiences and stories Elementary 16.1 One thingled planning stories group game fiction; plotting 50 mins to another astory Intermediate 162 The sfriends inventing grouprole play ——personalletter. SO mins fictional answers {explanatoryi: varying viewpoint Upperintermediate 16.3 The storyteller memorable group storyteling fiction; drating SO mins events retold 17 Science and technology Elementary 17.4 Short circuits simple elecrical_-—_—palred game sequenced 50 mins cuits descristion Intermediate 17.2 tts amazing seling new ppalrsirulation catalogue 50 mins inventions description Upperintermediate 17.3 wow. accessto the Interpreting data comparative 50mins worldwideweb? Internet report; descrbing changes and trends 18 Social and environmental issues i Elementary 18.1 Planning problems anew bypass sg10up simulation petition; 5omins | eae ee expanding ideas Intermediate 18.2 Campaign, not campaigning palred simulation sem#ormal 50 mins complain HH HE letter (orotest) eee Upperintermediate 18.3 Water: clear clean water, pared simulation e-rall campaigning; SO mins solution development presenting opiionUnit 1 Personal information Pickpocket! Warm up 1. Aska student to walk across the classroom. time taking their wallet from thelr pocket. Ask What did Ido? Elcit the noun pickpocket and the phrasal verb fo pick somebody's pocket. 2 Ask: Hos anyone ever had something stolen from their pocket? What was it? Hone did they set it back? Main activity 1 Toll the students they are police officers whta have found a stolen wallet in London's Oxtord Street. The wallet does not contain an address, or any money or credit cards; they will ned to find out as much as possible about ks owner if they are to retura it, Elct what documents might be in the wallet and what information they might contain. 2. Divide the class nto groups of four and give each group one set ofthe Contents of Wallet ‘Tel the students to discuss what the documents are and what they tell them about the wallet’s owner. Feedback as a whole class 3. Give out one copy ofthe Police Form per student and ask them to complete the form ‘They should write full sentences under the heading Interests and hobbies. 4 Feedback as a whole class. Elicit the correct question ‘or each piece of information and write the question on the left of the board ard the answer on the right: What's his surname? Parker What's his first name? Peter ‘Mr, Mrs, Miss or Ms? Mr When was he born? 21 May 1984 Where does he live? We don’t know, What's his telephone mumber? We don't know. What does he do? Student Where does he come from? We don't know. What are his interests and hobbies? | He is shudying English Literature and enjoys music. He likes travelling (he has an International Student Travel Card), keeping fit, swimming andior playing squash, j 5 Explain that Peter has gone to the police station. Write these cues on the board: My name is .. /When Twas .../.. tas stolen {It lad lots of important shings in it lke . In pairs, tell students to write Peter's statement to the police, using the cues to help them. 6 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.120) 7 Display the finished statements on the wall with one set of the Contents of Wallet. im 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 thelr own wallet. Give each student a second copy of the Police Form and ask them to use their own wallet 0 complete it. Tel 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 Student Name: P Course: BA (Hons) Doors open: 8.00 p.m. 30 March 2004 £15.00 Seat: English Literature Cosmic CHICKEN G+ SUPPORT BAND A32 i[Dop:- 21/0si@pa Membership card No.667823 Expires: August 2004 ee ee Travel Card Name: Parker, B Brent Valley Univer South Ealing Sports & Fitness CentreRe International Student i] N. Patel {] Newsagent ! Ealing 28.03.04 BBC Music Magazine Thank you for shopping with us £3.99 £3.99 < Police Form Metropolitan Details of Crime Report Police Victim Form Surname: First name: Title: Mr/Mrs/Miss/Ms Date of birth: Address: Telephone number: Occupation: Nationality: Interests and hobbies: From Wing Extra by Graham Palmer © Cambridge Universty Press 2004 QELSUnit 1 Personal information Who's who ‘Warm up 1 Divide the class into groups of four. Write a famous person's name on the board, Ask the ups to discuss everything they know about thet person. 2 After two minutes, feedback onto the board as a whole class, Use these headings: Name; Ocexepaton; Achievements; When/where they were barn; What iheir education was; What Jobs they have done. Main activity 1” Put the students in pairs and give each pair a photocopy of the Sample Biographies. Ask them to read them and guess the names of the people, Feedback as a whole class, 2 Tell the students to use the Warm up headings to identify where diferent information is siven in the Sample Biographies, Feedback as a whole class and emphasise the leve of formality of the language. 3 Explain that they are going to gather information on anther student, so that they can ‘write a brief biogrephy, Students who do not have much lifetime experience may wish to do this in role’ by thinking of a famous person or selecting one from the lst the teacher prepared before the lesson. Tell them not to tell anyone who they arel 4 Divide the cass into groups of four and ask them to brainstorm the sort of questions they are going to have to ask. Feedback as a whole clas. White these cues on the board as students feedback: Was bore in .. (place?) ! Was educated... ! Worked as! Major achievement ... 1 Free-time achievement 5 Put the scents in pairs and ask thern to interview thei 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’ biography, Tel them to ensure they do not write amame on the biography. 7 Ask them to swap their written biogranhies with their partner and tell ther to check them for factual content and organisation and redraft the biographies together You may went to give students a simplified First draft checklist to help with this (see p. 120) & Disolay the finished biographies around the classroom anc! ask the students to read them and try to identity who is who! Follow up ‘¢ Ask the students to write the biography ofa fictional character, e.g. Sherlock Holmes, Hamlet or Cinderela ‘© Ask the students to rewrite their own biography for the frst page of their website Emphasise how this may difer, e.g. it wil probably use ess forma language and might focus on achievements and hobbies rather than education and career It wil also be written in the fist personSSS eee -- (1976 - }, footballer. He was born in Rio de Janeiro, Brazil By the age of 16 7 was already playing in the Brazilian First ision and scored 54 goals in 54 games. Two years later, he became a member of Brazil's World Cup team and joined PSV Eindhoven to become Holland's top scorer for that season. In 1996 he transferred for a record $19.2 million to the Spanish club FC Barcelona, who went on to win the European Cup Winner's Cup. In the same year he won a bronze medal with the Brazilian team at the Olympics. In the late 1990s he was voted European Player of the Year and twice International Footballer of the Year. 1997 saw him sign to the ltalian club Inter Milan and win the Copa America. He joined Brazil's World Cup team in 1998 and, after recovering from several injuries, ‘scored two decisive goals in the 2002 finals against Germany. In the same year he signed to Spanish club Real Madrid, Pit is widely believed to be Brazil's best player since Pele, sven (1965 -), writer of children’s books. Born in 3 Chipping Sodbury, England, she was educated at Wyedean Comprehensive School and Exeter University before becoming a teacher of French and English. In 1990 she began writing the first of a planned series of seven books about her famous wizard and his stay at Hogwarts School of Witcheraft and Wizardry. The first book was turned down by several companies before finally appearing in 1997, when it was an instant success. Her following books broke many publishing records. By 2000, Prsnenenenne WAS the World's highest earning author and within two years her books had sold over 167 million copies worldwide. The film versions followed and the fifth book in the series was published in 2003. F ote Was recognised for services to Britain in 2000 Ee with the award of an OBE (Order of the British Empire). From writing Extro by Graham Palmer © Cambidge University Press 2004 QELS EEN 13te Unit 1 Personal information Jobsearch ‘Warm up 1. In groups of four, give each group a set of Pictures, Ask each student to take one picture. Explain that they are going to create information about that person, Ask them to write on the picture a fitional name and age for the person, Give them five minutes to use their imagination and write on a separate piece of paper brief notes about the person, e.g. job, family, qualifications, etc 2 Ask the students to swap their picture with sorieane else in the group. Tell them nat to talk together. Ask them to write on the back of the new picture what job they think that person might have cone in their earlier life and what their hoobies are. 3. Tell the stucients to swap back their pictures. Ask them to tellthe group about thelr character, using the person’s previous jab and hobbies, as well as their own notes. The ‘group should try to provide logical reasons for any inconsistencies in thelr career. Main activity 1. Write CV on the board, Brainstorm what a curriculum vitae is, i.e. a short summary of your career and experiences which you send to @ company when you are looking for ajob. Elicit why conciseness is important, je. because employers receive many CVs and have limited time: if your CVs too long it willnot even be read! 2. Elicit what is normally included and, as students feedback, write these headings on the board: Name; Address; Qualifications; Details of present employment ane responsibilities; Details of previous employment and responsibilities; Hobbies; Referees. Eicit ow the information given under Name, Address, Qualifications, Hobbies and Referee wile factual and in ist form, while the information on current and previous emplayment wil be subjective and presented in complete paragraphs 3 Give each group two copies ofthe Previous Employment Detail. In pais, ask them to read the details and do the vocabulary exercise, Feedback as a whole clas. Elicit why the writer has used a formal style, Le. because CVs are written for a business context, anc how it‘sells' the person to the company by presenting everything in 2 positive way. 4 Brainstorm the characteristics of the layout, i. dates; job; companylemployer; location; responsibilities and descriotion ofthe person's contribution to the company; and the style, Le. formal, concise, subject omitted in the first sentence. Note: The person in this example works for the local government, Hertfordshire County Council 5 Ask the students to decide on a job their fictional character from the Warm up would ike to apply for. Ask them to write the character's CV, using the headings from step 2 6 After ten minutes, ask them to swap CVs with another student. Tell them to check the new CV for organisation and style and correct it. You may want to give students a copy of the First draft checklist to help them with this (see p.120), 7. Ask the students to swap back CVs and in their pairs discuss/agree any corrections, Follow up ‘© Tellstucents to find ajob advertisement that interests them In a newspaper and write their own CV in English, targeted at that particular job. i © Tellthe students they have seen a job advertisement which interests them, and need to write a formal letter to enclose with thelr CV when applying forthe job. It must include: where they sew the advertisement; a brief summary of why they want the Job and why they would be good ati.