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We£i ¿io-na! We V& so p£e.£XSe<d tkat ever^-fki'K^ we-nt How's Petra.? Does ske ker l\HU brotker? Ca-n we c-onte ä-nd visit soo-h?

We c-Ä-w't waif to uteet Os&Ar. Hope ke s£eeps we££!

We c-Ä-w't waif to uteet Os&Ar. Hope ke s£eeps we££!

Love Sarak; Jbk-Kj -J

Love Sarak; Jbk-Kj -J

Pear Louise

Thank you very much for your lessons this year. We really enjoyed them and we learned a lot. you are a wonderful teacher and you were yery kind to us. We hope you like the chocolates.

Best wishes from your students.

¿UaH Pascal

1 understand what the text is for a Match the pictures (1 and 2) to the messages in the cards (A and B).

A To say you're pleased about somebody's new: a house, b baby, c job.

c Do you send cards like this in your country?

2 understand style a Which card uses:

1 long sentences

2 full sentences, (e.g. I hope to see you soon, not Hope to see you soon.)

b Which card is written in a 'friendly' (informal) style? How do you know?

3 use set phrases

Complete the sentences with one word from the cards.

1 Thank you very

3 We are

5 Well

you like the flowers.

_that you passed your exams.

_ wishes from your friend, Emi. _ for passing your driving test!

jpell check a Find words in the cards with the following letters. Write them in the table.

sh ch th ng st b Add one more word to each group.

4 talk about the topic

Work in groups. Think of two more reasons to write:

1 a thank you card

2 a congratulations card

Choose a card to write. Plan what you want to say.

Writing task a Write a card to a classmate or an

English-speaking friend, b Read other students' cards. Which is your favourite card?

aim to develop use of appropriate language for cards time 40-50 mins writing task a thank you card or a congratulations card

1 understand what the text is for

• Put students into small groups to do exercises la, b, and c. If students say they don't send cards like these in their country / ies, then find out what they do instead. You could broaden this discussion to include celebrations like birthdays, religious and cultural festivals, e.g. Christmas or Chinese New Year, or newer more commercial 'special days' like Mother's Day or Valentine's Day.

2 understand style

• Go through the list of style points in exerdse 2a before telling students in pairs to find examples of each point in the two cards. For exerdse 2b, tell students to refer back to the style points in exercise 2a to explain their answers.

answer key a 1 B, 2 A b Ab, Bb guidance notes

This exercise raises awareness of style and register in cards. It is worth pointing out, though, that these style points apply equally to all forms of communication, e.g. letters, e-mails, and texts. Remind students that they looked at the register of e-mails and texts for invitations in the previous unit on p.54. This is recycled and extended in the first writing lesson of the pre-intermediate reading & writing skills book.

b A is written in an informal style. It uses short sentences with contractions and several exclamation marks.

use set phrases

• Students work alone or in pairs before comparing ideas. Encourage them to guess the words for the gaps first before checking in the texts for the appropriate words. Remind students to record useful new words and phrases in the vocabulary diary.

answer key

1 much, 2 hope, 3 pleased, 4 best, 5 done spell check

• Tell students to scan through the texts to find words which include these common letter combinations in any position. Point out that some words contain two of the combinations, e.g. everything.

answer key sh she, wishes; ch chocolates; th everything, thank (both /6/), brother, the (both /(V); ng everything; st best, students ideas plus

As a round-up for the spelling focus throughout the book, ask students to revise all the spell checks in the book. Put students into groups of three and tell them to choose five difficult words from the spell checks to test other groups. Give groups points for each word spelt correctly.

talk about the topic

• Let students work together before brainstorming their ideas onto the board. Accept any sensible reasons for writing either card. Encourage students lo think of realistic reasons to write cards for themselves and to illustrate their cards if they wish. Let them plan their cards together and help each other with vocabulary and suggestions. Monitor while students are planning and offer help where necessary.

• When students have completed the writing task, display their cards on the classroom walls and tell students to walk round and read each other's cards. Get a vote from the class on their favourite card.

self-assessment

How well did you do? At the end of each lesson, tick the best box for each task.

(3) = I did this easily. (H) = I did this but I need more practice. (2) - I couldn't do this.

text skills / tasks

1 students of the world think about the topic read quickly read closely give information think about you

2 if s the keys to my Life think about the topic read quickly read closely talk about you

3 best friends think about the topic read quickly use topic vocabulary understand the main points talk about the topic

4 I, Robot think about the topic read quickly understand the main points use the text

5 food Labels think about the topic find information guess the meaning use words that go together talk about the topic

6 the roof of the world think about the topic find information guess the meaning talk about the topic

7 the young ones think about the topic read quickly read closely use words that go together taLk about the topic text skills / tasks

8 how good is your memory?

think about the topic read quickly understand what the text is for use dictionaries talk about the text

9 rent a star's holiday home use topic vocabulary find information read closely talk about the text

10 home remedies think about the topic read quickly guess the meaning understand what the text is for talk about the text

11 me and my bike think about the topic read quickly guess the meaning understand attitudes understand reference words talk about the text

12 men in suits understand vocabulary read quickly read closely understand references talk about the topic

13 whafs on?

think about the topic read quickly read closely understand adjectives talk about the text

14 profile of an astronaut understand topic vocabulary think about the topic read quickly find information talk about the text self-assessment writing

How well did you do? At the end of each lesson, tick the best box for each task.

(3) = I did this easily. (3) = I did this but I need more practice. (¿) = I couldn't do this.

skills/tasks

1 write personal information read a letter understand capital letters and full stops complete a form write about you writing task

2 write short messages think about the topic understand requests organize sentences make requests writing task

3 write about likes and dislikes think about you read an e-mail understand and and but use commas write about you writing task

4 write about daily routines think about the topic write about daily routines order sentences order ideas use your ideas writing task

5 write a restaurant review think about the topic read a review understand adjectives understand it use because writing task

6 write about a day out think about the topic read a narrative understand because and so use punctuation writing task

7 write about life events think about the topic understand an autobiography order information use articles writing task how to ...

skills / tasks

8 write directions understand directions use punctuation use prepositions write directions writing task

9 write about places understand different texts describe a place use words that go together use punctuation writing task

10 write about an experience understand a story understand time markers order a story check for mistakes talk about the topic writing task

11 write about transport in two places think about the topic understand a description understand they make sentences talk about the topic writing task

12 describe a picture talk about the topic describe a picture use articles writing task

13 write invitations talk about the topic understand invitations use prepositions understand replies write sentences writing task

14 write cards understand what the text is for understand style use set phrases talk about the topic writing task vocabulary diary reading

It is important to keep a record of important new words and phrases from the reading lessons in this book. Choose the four most important words or phrases from each lesson, and write them in the words / phrases column. In the next column, write a sentence that includes the word to remind you of how it is used.

words/phrases

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