University Press

introduction mm»M

This resource book is designed to be used alongside the natural English elementary student's book to give students at this level extra reading and writing practice. However, the materials are freestanding and can be used in any order as a dip-in resource ior the teacher.

The materials and tasks have been chosen ior the general English user who wants to improve their reading and writing skills and also for the student using English lor their studies or for work purposes. It also covers skills useful for public exams such as KET, PET, or BEC.

how the book is organized

There is one reading lesson and one writing lesson lor each unit of the student's book, with accompanying teacher's notes. Each unit is linked thematically to the corresponding unit in the student's book.

one reading teacher's nptes one writing teacher's nates approach to reacting and writing

At elementary level, many students are daunted by the reading and writing components of 1 heir English courses. This hook aims to encourage studenls to gain confidence and enjoy both the reading and writing process. The topics, text types, and task types have been selected in order to engage students' interest, and to be relevant and achievable for a wide range of students.

The lessons aim to nam' students in the skills they need to improve their reading and writing, as well as encourage them to become independent learners (checking their own answers, developing dictionary skills, etc). Each task comes under the relevant skill on the students' pages, e.g. read quickly or order ideas. This will help raise students' awareness of the aims oi each task.

The lessons are designed to be llexible so that the material is appropriate for monolingual and multilingual classes, and can cater for stronger ant! weaker students (see teacher's notes).

of the use of language, e.g. linking words (because, and, but), reference words (it. they), collocations, style, and appropriacy. Most of the model texts are written by elementary and pre-intermediate students drawn from both EFL and ESOL backgrounds, and as such offer elementary students a realistic and achievable goal to work towards. Depending on student profile, the texts can be used for 'parallel' writing, with students simply changing details as necessary to complete the writing tasks. For more confident students, the models offer examples of genre and vocabulary in context, to use as a springboard for their own ideas. , spell check This focuses on key points as they arise in the model texts, e.g. sound / spelling correlation, common spelling patterns, e.g. words ending in -ing and -ed, plurals, common clusters, e.g. igh, double letters, and silent letters.

writing tasks The tasks cover a range of text types, e.g. e-mails, short formal i semi-formal letters, messages, articles, autobiographies, and stories. The tasks can be attempted at each student's own level, i.e. at first, weaker students may only be able lo write a lew sentences, however, if stronger students can produce longer texts, then they should be encouraged to do so. Writing tasks are designed to be done in class to allow students to reformulate their ideas with input from you and their peers.

extension activities These are often built into the writing tasks to give students a real reason for writing and to exploit students' work for both skills and language work, e.g. peers may have to respond to an e-mail or invitation addressed to them, or assess a peer's work. Students are usually given an added incentive to write, e.g. for the class magazine, or for display on the classroom walls.

reading Ml

The reading lessons are based around a range of adapted 'real-life' texts, e.g. magazine advertisements, labels, recipes, as well as newspaper articles and stories. The tasks encourage students to engage with the texts, lo think about the language and to talk about the topics with their peers in order to aid understanding. They also aim to raise awareness of the skills (many of which are transferable from LI) which help to improve reading and to develop those skills so students can feel confident about progressing to longer texts. There is a glossary for most texts to help students understand keywords; alongside this, the vocabulary tasks aim to build independence by, e.g. developing skills such as guessing meaning from context.


The writing lessons are closely linked to the student's book units. In particular, each writing lesson activates the vocabulary taught in the corresponding student's book unit, particularly in the first half of the book. The lessons develop a number of different skills while offering the necessary scaffolding to prepare studenls for the writing task.

The writing lessons include a number of key features:

model texts Each writing lesson includes one or two model texts. These aim to engage students' interest and raise awareness teacher's notes

The teacher's notes give a clear procedure for working through the exercises and an answer key. In addition, they offer guidance notes with explanations of rationale and solutions for anticipated problems. The notes also include an ideas plus box, giving further extension activities, e.g. suggestions for project work. The notes also offer alternative procedures for stronger and more confident students, to help teachers adapt the material to suit their students' different needs.


The self-assessment charts on pp. 60 and 61 help students to assess their progress in reading and writing on a regular basis. The charts allow them to record their own progress in individual skills and in the writing tasks.

vocabulary diary

Remind students to record key new words and phrases from the reading and writing lessons in the vocabulary diary (see pp. 62 and 63). Encourage students to use a good learner's dictionary, and to include extra useful information, e.g. parts of speech, pronunciation, collocations, etc.

I hope that both you and your students will find the lessons enjoyable and interesting, as well as challenging and useful.

unit reading writing

one student's book link . students'

students of the world p.4 teacher's notes p.5 skills: think about the topic, read quickly, read closely, give information, think about you

how to ... write personal information p.6 teacher's notes p.7 skills: read a letter, understand capital letters and full stops, complete a form, write about you, spell check task: a letter to a host family

two student's book liftk thing

it's the keys to my life p. 8 teacher's notes p.9

skills: think about the topic, read quickly, read closely, talk about you

how to ... write short messages p. 10 teacher's notes p. 11 skills: think about the topic, understand requests, spelt check, organize sentences, make requests task: a message to a flatmate


..student's book link «ijljoutyou

best friends p.12 teacher's notes p. ¡3

skills: think about the topic, read quickly, use topic vocabulary, understand the main points, talk about the topic

how to ... write about likes and dislikes p.14 teacher's notes p. J5

skills: think about you, read an e-mail, spell check, understand and and but use commas, write about you task: an e-mail to a classmate

four students book link

I, Robot p.16 teacher's notes p.17

skills: think about the topic, read quickly, understand the main points, use the text

how to... write about daily routines p. 18

teacher's notes p.)9

skills: think about the topic, write about daily routines, spell check, order sentences, order ideas, use your ideas task: an article about another person

five student's book link

food labels p.20 teacher's notes p.21

skills: think about the topic, find information, guess the meaning;

use words that go together, talk about the topic

how to ... write a restaurant review p.22 teacher's notesp.23 skills: think about the topic, read a review, understand adjectives, understand it, spell check, use because task: a restaurant review

six students bijSk ttnfe": how was it?

the roof of the world p.24 teacher's notes p.25 ,,. skills: think about the topic, find information, guess the meaning, talk about the topic

how to ... write about a day out p.26 teacher's notes p.27 skills: think about the topic, read a narrative, understand because and so, spell check, use punctuation task: an e-mail or letter to a friend about a day (or night) out


^udertf s book {ink |p[ in the past

the young ones p.28 teacher's notes p.29

skills: think about the topic, read quickly, read closely, use words that go together, talk about the topic

how to ... write about life events p. 30 teacher's notes p.31 skills: think about the topic, spell check, understand an autobiography, order information, use articles task: a short autobiography

eight student's book link finding your way

how good is your memory? p.32 teacher's notes p.33 skills: think about the topic, read quickly, understand what the text is for, use dictionaries, talk about the text

how to ... write directions p. 34 teacher's notes p. 15 skills: understand directions, use punctuation, use prepositions, spell check, write directions task: directions to your house or flat for a classmate

nine student's book link ¿places to stay

rent a star's holiday home p.36 teacher's notes p.37 skills: use topic vocabulary, find information, read closely, talk about the text

how to ... write about places p. 38 teacher's notes p.39 skills: understand different texts, describe a place, use words that go together, spelt check, use punctuation task: an e-mail to a friend describing two hotels

ten student's book link tatpwghands.

home remedies p.40 teacher's notes p.4l skills: think aboul Ihe topic, read quickly, yuess the meaning, understand what the text is for, talk about the text

how to ... write about an experience p.42

teacher's notes p. 43

skills: understand a story, understand time markers, order a story, spelt check, check for mistakes, talk about the topic task: a story about a special experience


¿student's book link best of ail

me and my bike p.44 teacher's notes p.45

skills: think about the topic, read quickly, guess the meaning, understand attitudes, understand reference words, talk about the text

how to ... write about transport in two places p.46

teacher's notes p.47

skills: think about the topic, understand a description, understand they, spelt check, make sentences, talk about the topic task: a short article describing and comparing transport in two places

twelve student's book link friends

men in suits p.48 teacher's notes p.49

skills: understand vocabulary, read quickly, read closely, understand references, talk about the topic

how to ... describe a picture p.50 teacher's notes p.5i skills: talk about the topic, describe a picture, spell check, use artides task: a description of a picture or photo

thirteen student's book link plans

what's on? p.52 teacher's notesp.53

skills: think about the topic, read quickly, read closely, understand adjectives, talk about the text

how to ... write invitations p. 54 teacher's notes p.55 skills: talk about the topic, understand invitations, use prepositions, understand replies, spell check, write sentences task: an invitation to a birthday celebration


Student's book link feeli ngs

profile of an astronaut p. 56 teacher's notes p. 57

skills: understand topic vocabulary, think about the topic, read quickly, find information, talk about the text

how to ... write cards p. 58 teacher's notes p.59 skills: understand what the text is for, understand style, use set phrases, spelt check, talk about the topic task: a thank you or congratulations card

self-assessment reading/writing pp.60-61 vocabulary diary reading/writing pp.62-63

one gminw

Match the people in the photos to this information. India France China Greece 26 34

2 read quickly

Student A: Read about Neeta and Mic.

Student B: Read about Aurelie and Nico. _______ . - __

a Check your ideas in exercise 1. ^ ;;; b Where are the four messages from?

2 an international website

3 a student magazine

3 read closely

Complete the chart below for your two 'students of the world'.

4 give information a Work in pairs. Ask and answer questions about your partner's 'students of the world'.

2 How old is he/she?

4 What are his / her hobbies?

5 What languages does he / she speak? ——— b Complete the chart for your partner's 'students'.

5 think about you a Complete the chart with information about you. b Write a message for the website. Don't write your name, u m " c Read other students' messages. Who are they?

My name's Neeta.

I'm 34 and I'm from India. I'm married with two children I'm a teacher and I study English. My interests are cinema, books, and travel. I want friends from all over the world.

Hi everybody! My name's Mic and I'm from China. I'm 18. I'm a business student and my hobbies are Chinese painting and travel. I want friends from any country, of any age. E-mail me in English, please.

My name's Aurelie.

I'm from France and I'm 21 years old. I'm a music student and my hobbies are cinema and dancing. I speak French and English, and a little German. I want to write to friends from Germany or Austria.

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