Emm trail E reading skills pre-intermediate resource book Theresa Clementson Knihovna Jabok PC42t820VW93 OXFORD »» diSlOk.-KJ UNIVERSIXV PRESS 4244800227793 This resource book is designed to be used alongside the natural English pre-intermediate student's book to give students at this level extra reading and writing praaice. However, the materials are freestanding and can be used in any order as a dip-in resource for the teacher. The materials and tasks have been chosen for the general English user who wants to improve their reading and writing skills and also for the student using English for their studies or for work purposes. It also covers skills useful for public exams such as IELTS, BEC, or PET. how the book is organized There is one reading lesson and one writing lesson for 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 notes i.....- - - — - ~- approach to reading and writing It is relatively simple to test students' competence in reading and writing, but it is not so easy to know how to develop students' skills in these areas. This book is designed specifically for that purpose. It aims to 'train' students in the skills they need to improve their reading and writing and gives them exposure to the kind of task types they are likely to encounter at higher levels using accessible and interesting texts. SKILLS Each task comes under the relevant skill on the students' pages, e.g. reading for gist or organizing ideas. This gives students exposure to useful metalanguage and should raise awareness of the aims of the tasks. For the reading skills you can download the glossary of reading skills, from the natural English website www.oup.com/elt/teacher/naturalenglish and encourage students to refer to it when necessary. reading Many of the skills students need when reading in English are the same skills they use when reading in their own language, e.g. reading for specific information, for gist, or for details. Most students don't need to learn how to 'do' these things, because they do them naturally in their first language. What is helpful is to raise their awareness of these skills and give them plenty of opportunities to practise and develop them in English. In addition, students are regularly asked to respond to the text; these activities encourage them to engage with the text in as natural a way as possible. The texts are adapted from authentic sources and are rich in vocabulary. Consequently, a glossary is included for each text to help students understand key words. writing The challenge for students at this level is to progress from writing at sentence level to writing coherent longer texts. This involves using a wide range of skills, many of which will be new in the context of writing in English. Again, students need to be encouraged to transfer these skills from their own language where possible, e.g. ways of generating and organizing ideas, and planning a longer text. However, writing conventions differ so greatly in different languages that students may be unable to transfer what they know, e.g. conventions in formal letters or selecting appropriate language for a particular text type or person. These lessons aim to raise awareness and give students confidence in these aspects of writing in English. The writing lessons fall into two main sections: UNITS 1 TO 7: DEVELOPING WRITING SKILLS The first seven writing lessons start by focusing on more global skills such as writing in an appropriate style and organizing ideas, and move on to more detailed skills such as punctuating and checking work. These lessons include a writing task at paragraph level, but the main aim is to develop the sub-skills. UNITS 8 TO 14: PRODUCING TEXTS The second seven lessons focus students on producing short written texts with a specific language function, such as narrating events, asking for information, writing a personal description, etc. The texts are written within a specific text type, such as an informal letter or e-mail, an article, a detailed note, etc. These lessons give students the opportunity to manipulate appropriate functional language at paragraph level, while at the same time giving further practice of the writing skills covered in the first seven lessons. WRITING TASKS It is difficult to replicate the real reasons why we write in our own language with students at this level. However, the writing lessons encourage students to engage with the topic, and the writing tasks have a purpose, a recognisable 'writer' and 'reader', and an outcome. The writing tasks are designed to be done in class time to give students the opportunity to reformulate their ideas with input from you and their peers. Where possible, students are given an added incentive to write, e.g. writing for a class magazine, which does not have to be time-consuming or difficult for you or your students. For instance, at its simplest, you can keep a record of your students' best work and compile it in a loose-leaf magazine once a term. vocabulary diary Remind students to record new key words and phrases from the reading and writing lessons in the vocabulary diary provided for each section (see pp.62 and 63). Encourage students to use a good learner's dictionary and to include useful information, e.g. parts of speech, pronunciation, collocations, etc. It's a good idea to use the diary as a practical teaching resource, not simply as a record of vocabulary. For instance, tell students to test each other regularly on the vocabulary in their diaries, e.g. as a warmer or 'filler' activity. self-assessment The self-assessment charts on pp.60 and 61 encourage students to assess their progress in reading and writing on a regular basis. It allows them to record their own progress in individual reading and writing skills and their performance in the writing tasks. I hope that both you and your students will find the lessons enjoyable and interesting, as well as challenging and useful. 2 reading writing one studenťs book link friends and family families of the future p.4 teacher's notes p.5 skills: predicting, using background knowledge, reading for details, responding to the text how to ... write in an appropriate style p. 6 teacher's notes p. 7 skills: identifying text type and purpose, using prepositions of time and place, noticing style, using appropriate language, generating ideas task: an invitation to a celebration two studenťs book link food all about mushrooms p. 8 teacher's notes p.9 skills: using background knowledge, identifying text type, recognizing text purpose, responding to the texts how to ... organize ideas p. 10 teacher's notes p. U skills: understanding the writer's purpose, organizing ideas, planning your writing, generating ideas task: an information leaflet on food three studenťs book link places catching the wrong plane p.12 teacher's notes p.13 skills: predicting, understanding the main points, understanding attitude how to ... develop ideas p.14 teacher's notes p.15 skills: generating ideas, developing a text, developing ideas, organizing ideas task: a description of a favourite place four studenťs book link shopping mail order shopping p. 16 teacher's notes p. 17 skills: using background knowledge, understanding the writer's purpose, understanding language in use, reading for specific information, responding to the texts how to ... link ideas p.18 teacher's notesp.19 skills: generating ideas, understanding linking words, using linking words, planning your writing task: a report on a shopping centre five studenťs book link learning an unusual language p. 20 teacher's notes p.21 skills: predicting, understanding the main points, reading for specific information, recognizing reference words, responding to the text how to ... make a text more interesting p.22 teacher's notes p.23 skills: generating ideas, increasing range, improving a text, giving details and examples task: a description of a favourite teacher SIX studenťs book link the weather the truth about tornadoes p.24 teacher's notes p.25 skills: raising interest, predicting, reading for detaib, responding to the text how to ... improve punctuation p.26 teacher's notesp.27 skills: generating ideas, identifying punctuation, using punctuation, checking punctuation task: a letter to a friend coming to visit seven studenťs book link stories unusual crimes p.28 teacher's notes p.29 skills: activating topic vocabulary, reading for gist, reading for detaib how to ... correct and edit your work p.30 teacher's notesp.3i skills: generating ideas, checking for mistakes, correcting frequent mistakes task: a description of an important day eight studenťs book link free time the attractions of skydiving p.32 teacher's notes p.33 skills: using background knowledge, understanding the main points, reading for specific information, understanding the writers purpose, responding to the text how to ... write a letter of enquiry p.34 teacher's notes p.35 skills: generating ideas, organizing ideas, asking for information politely task: a letter of enquiry for a holiday course how to ... write a detailed note p.38 teacher's notes p.39 skills: generating ideas, recognizing structures and functions, understanding language in context, using functional language task: a note giving instructions for someone staying in your home nine studenťs book link home a home for life p.36 teacher's notes p.37 skills: using background knowledge, inferring, understanding text structure, responding to the text ten studenťs book link sleep and health sleeping positions and personality p.40 teacher's notes p Al skills: using background knowledge, activating topic vocabulary, predicting, reading for specific information, responding to the text how to ... make and break arrangements p.42 teacher's notes p.43 skills: generating ideas, understanding language in use, making and breaking informal arrangements, breaking formal arrangements task: an e-mail to cancel an arrangement eleven studenťs book link work interview advice p.44 teacher's notes p.45 skills: using background knowledge, understanding the main points, activating topic vocabulary, responding to the text how to ... describe yourself in a letter of application p.46 teacher's notes p.47 skills: generating ideas, giving information about yourself, focusing on plans for the future, writing about plans from the future task: a letter applying for a job in a summer camp twelve studenťs book link relationships a friendship fable p.48 teacher's notes p.49 skills: predicting, reading for gist, understanding the main points, fallowing a narrative, responding to the text how to ... write a film review p.50 teacher's notesp.5l skills: generating ideas, expressing opinions, describing a film, connecting ideas in longer sentences task: a film review thirteen studenťs book link character and flat-sharing a personality quiz p. 52 teacher's notes p.53 skills: using background knowledge, activating vocabulary, reading for details, responding to the text how to ... compare and contrast two places p.54 teacher's notes p.55 skills: generating ideas, focusing on pros and cons, understanding language in use, comparing and contrasting, organizing ideas task: an e-mail comparing two flats to rent fourteen studenťs book link travel gadgets for the perfect flight p. 56 teacher's notes p.57 skills: using background knowledge, reading far gist, understanding the main points, responding to the text how to ... write a Story p.58 teacher's notes p.59 skills: generating ideas, focusing on the sequence of events, using narrative tenses, organizing ideas task: a description of an amazing journey self-assessment reading /writing pp.60-1 vocabulary diary reading/writing pp.62-63 3 1 predicting a Look at the cartoon of the 'bean-pole' family tree and at the headline of the article below. Do you think the article is about families: 1 in the past / now / in the future? 2 in Britain / in Asia / all over the world? b Now draw a family tree for your own family. Is it the same shape (long and thin) or different? c Read the article quickly. Were your predictions in exercise la correct? 2 using background knowledge Read these statements, (circle)the best word(s) in italics for families in your country. 1 Fewer I more children are born now than in the past. 2 People's lives are getting shorter I longer. 3 Families have fewer I more uncles, aunts and cousins now. 4 In the future, not many I many parents will live long enough to become great-grandparents. 5 On average, women are having between one and two I two and three children today. 6 On average, women are living five I ten years longer than in the past. 7 On average, men are living to 75180 years old. Families have great-great future In the future,great-grandparents and even great-great-grandparents may meet at many family events and reunions, while cousins, aunts and uncles may become 'a thing of the past', say researchers at Oxford University. The study shows that birth rates are falling and life expectancy is increasing which means that British families will get longer but thin n er.'What we are seeing is the start of the 'beanpole' family where the number of uncles, aunts and cousins is decreasing,' says Dr Sarah Harper, the study's author.'At the same time, increasing life expectancy means many more of us will live long enough to become great-grandparents.' The changing shape of the family will bring new difficulties and advantages. Fewer uncles, aunts and cousins will mean that parents have less opportunity to share the stress of childcare with 3 reading for details a Read the article again with the glossary. Underline the correct information in exercise 2, according to the article. b Were your answers the same or different? Discuss with a partner. 4 responding to the text a The article mentions one advantage and two disadvantages of the 'bean-pole' family (see paragraph 3). What are they? b Can you think of any more? other adults, and children will have less opportunity to socialize with other children. However, having grandparents and great-grandparents could lead to a better understanding between generations. Recent changes in birth rates and life expectancy mean that women today have an average of 1.64 children compared with 2.93 forty years ago, while average life expectancy has increased by 10 years in the past 50 years, to 80 for women and 75 for men. Family dinners with five generations at the table are a reality for the Woodgates from Exeter, in England. May Pearce, 87, enjoys spending time with her great-great-granddaughter, Ellie Lou, 3. Ellie Lou's grandmother, Denise Woodgate, 39, said, 'Having so many generations in a family is wonderful.We're very close. At least once a week we all go out for a coffee.' four or five generations but not many aunts, uncles and cousins great-great grandparents The 'bean-pole' family of the future birth rates the number of children who are born life expectancy how long people live increasing m'krirsirj becoming more decreasing diťkriisin becoming less stress (n) worry and pressure socialize spend time with other people generations ,d3en3'reiínz an average generation is about 30 years, i.e. three generations = child, parent, grandparent goto self-assessment p. 60 vocabulary diary p. 62 4 PH0T0C0PIABLE © OXFORD UNIVERSITY PRESS © reading text theme families of the future 1 predicting • Tell students to look at the cartoon picture of the family tree and check understanding of family tree, great-great grandparents, and generations using the labels and picture. Then tell them to read the caption and the headline of the article. If students are curious about the meaning of bean-pole, explain that it means something long and thin, like the bean plant shown in the family tree. • Give students a minute to discuss the options in exercise la with a partner. The title will help students answer question 1, and they may have sufficient world knowledge to come up with the right answer for question 2, but a guess is fine at this stage. • Make sure students don't spend too long drawing their family trees, but give them a few minutes to discuss the question and compare the shape of their families with a partner. • Tell students to read the article quickly to find out whether their ideas in exercise la were correct. Encourage them not to worry about words they don't know and not to use the glossary at this stage. Set a time limit of three minutes, but tell students they will have time to read in more detail later. Get some class feedback on whether their predictions were correct. 2 using background knowledge • It's a good idea for students to do exercise 2 alone, so they can think about the statements for their own country. Make sure they understand more and fewer, and on average before they start reading. If they think neither word or number reflects the situation in their country, tell them to circle the word which is nearest the truth, or to add a word / number if they wish to. 3 reading for details • In exercise 3a, direct students to the glossary and explain that they can refer to it while they are reading (point out that glossary words are in bold). • Ask students to read the article again in order to identify the correct words and numbers in the statements in exercise 2. Make sure they underline here, so they can see their answers to both exercise 2 and exercise 3a clearly. • For exercise 3b put the students in pairs and ask them to compare their answers to both exercise 2 and exercise 3a with a partner. (If you have students from different countries, it would be a good idea to pair them with someone from another country for this.) 4 responding to the text • For exercise 4a, write advantage and disadvantage on the board and ask students which one is positive and which is negative. Then let them scan the text again to find the advantage and disadvantages mentioned. • For exercise 4b, check students' ideas, then give them a few minutes to think about more advantages and disadvantages with a partner. Encourage students to express their opinions to the class and agree or disagree with each other's ideas. time 40-50 mins answer key a 1 in the future, 2 in Britain guidance notes The statements in exercise 2 summarize the information in the article, but in relating the facts to their own experience students will activate their own background knowledge on the subject. The statements paraphrase the challenging lexis in the text (which is also given in the glossary) and so should help students when they come to read the article. guidance notes In exercise 3a, students are practising reading for detail as they 'scan' the text for specific information (i.e. the facts and figures reported in the article). You may want to point out that this is something they probably do naturally when reading informational texts in their own language. answer key a 1 fewer, 2 longer, 3 fewer, 4 many, 5 one and two, 6 ten, 7 75 guidance notes Exercise 4 encourages students to respond to the ideas expressed in the text, not simply to the facts and figures. Students will have more confidence in expressing their ideas to the class if you give them time to discuss their ideas and opinions with a partner first. answer key a advantage: a better understanding between generations disadvantages: fewer adults in family to share childcare; children have fewer other children in family to play with ideas plus Ask students to write a caption for and / or label the family trees they drew in exercise lb (using the cartoon as a model). Display the family trees on the classroom walls and encourage students to walk round and comment on similarities and differences. guidance notes This lesson aims to help students read a 'report' style newspaper article. The text is adapted from an article in The Sunday Times. The writer has drawn on statistics published by researchers to create an informational text, intended to be read for interest. By asking students to predict what the article is about, you will help to raise interest in the topic and give them a reason to read the text. In reading the article within a given time limit in order to confirm predictions, students are practising the skill of skimming or reading for gist, which is probably the way they would initially approach a newspaper or magazine article in their own language. r one writing how to ... write in an appropriate style 1 identifying text type and purpose a When did you last write: - a letter? - an e-mail? - a text message? Who was it to? What was it about? b Look at texts A-C. They are invitations to a party. 1 What type of text is each one? 2 Which text is written to: - a good friend? - an acquaintance? - a work colleague? B maria! leaving party for sean nxt sat 20 at meeting house club eastst. 8 till late! tell everyone, c u there! luv b x J Hi Joe Sean's leaving next week, so I'm giving a big party for him at the weekend (Sat) at the Meeting House Club on East Street, SWl. Everyone will be there! There will be free food and drink and great music too. It starts at 8.00. Hope you can come. See you there. All the best Boris 1 " Dear Mr Johnson I am giving a party for Sean Wilson on Saturday May 20th and I know he would be very pleased if you could come. He is leaving us to go travelling around the world, so this is an opportunity for us all to say goodbye and wish him luck. The party is at the Meeting House Club at 17 East Street, London SWl and is from eight until one. Food and drink are provided, and there will be some live music, so it should be a good night out. Please let me know if you can come. We look forward to seeing you there. Yours sincerely Boris Walker 2 using prepositions of time and place a Cover text C. Complete the invitation using prepositions. Please come to Sean Wilson's leaving party ............Saturday May 20th ............8.00 p.m..............1.00a.m. ............The Meeting House Club ............17 East Street, London SWl b Check your answers in text C. 3 noticing style Read texts A-C again with a partner. Find examples of these descriptions of style. 1 long sentences 2 short sentences 3 full forms (e.g. lam) 4 short forms (e.g. I'm) 5 sentences with words missing 6 polite words and phrases 4 using appropriate language Complete these sentences with words from texts A-C. 1 I forward to seeing you on Friday night. 2 Hi Jane, It's my birthday on Friday night, and _____________having a party. 3 We would be very pleased if you _____________come to our dinner party. 4 We're all meeting for lunch on Saturday._____________you can come. 5 c_____________in pub @ 8. 6 _____________let me know if you can come. 7 _____________sincerely, Jane Thomas 8 The film starts at 6.30._____________ you there. 5 generating ideas a Work in pairs. You have something to celebrate. Decide what you are celebrating and what you want to do, e.g. give a party, go out for dinner, etc. b Decide the time, place, and any other details. BT Writing task a You are going to invite a classmate to your celebration. Decide whether to write a letter, e-mail, or text message. b Write your invitation and 'send' it to your classmate. goto self-assessmentp.62 vocabulary diary p. 63 PH0T0C0PIABLE © OXFORD UNIVERSITY PRESS writing _________ aim to raise awareness of style and register writing task an invitation by letter, e-mail, or text message time 50-60 mins identifying text type and purpose • Tell students to discuss exercise la in pairs or small groups and get feedback on how many students have recently written letters, e-mails, or text messages, and if they were personal or for work. This will lead into exercise lb. • For exercise lb, tell students to read the three invitations quickly to identify text type and 'reader'. Ask them to explain their answers with reference to the texts. guidance notes These exercises aim to raise awareness of text type and register by comparing three invitations to different people: a good friend, an acquaintance, and a work colleague. The first task should help students to identify the three text types and generate ideas for the writing task at the end of the lesson. answer key b A text message (to a good friend), B e-mail (to a work colleague), C semi-formal letter (to an acquaintance) using prepositions of time and place • This task acts as a quick reminder of a language point which will help students to write accurate invitations in the writing task. Tell students to complete the invitation alone, then compare their ideas with a partner, before checking in text C. In feedback, extend this exercise to include further prepositions used in the texts, e.g. It starts at 8 p.m.; The club is on East Street; It's at the weekend. answer key a on Saturday May 20th; from 8.00 p.m. until (not till because it is not formal enough for a written invitation) 1.00 a.m.; at The Meeting House Club; at 17 East Street, London SWl noticing style • You may need to ask for an example of 1-6 first, before students go on to find more examples of each description of style. Give students a few minutes to work in pairs, then go through the answers with the class. • Write formal and informal across the board as a cline and ask the class to tell you where the invitations come on the line (and why). Follow this up by asking where on the line you are most likely to find long and short sentences, etc. guidance notes This task focuses students on some points of style which determine how formal or informal a text is. Encourage students to relate this to their own writing by asking them which of these 'styles' they would use in different situations, e.g. if you're writing a letter to the editor of a newspaper; or a friend you haven't seen for several years; or your boyfriend / girlfriend; or a friend's parents. answer key 1 text C; 2 texts A and B; 3 text C: I am giving, he would be, he is leaving, etc.; 4 text A: nxt, sat, st, c u, luv b; text B: Sean's leaving, I'm giving; 5 text A: (There will be a) leaving party, at (the) MHC (on) East Street; text B: (I) Hope you can come. (I'll) See you there; 6 text B: All the best; text C: Dear..., Please.... We look forward to ..., Yours sincerely using appropriate language • Tell students to work in pairs and encourage them to read the sentences first and decide on the text type and register before completing the sentences. guidance notes This task highlights some conventional greetings or phrases which are frequently used in letters, e-mails, or text messages. It aims to help students notice register at word and sentence level and gives some controlled practice in selecting appropriate language. answer key 1 look, 2 I'm, 3 could, 4 Hope, 5 u, 6 Please, 7 Yours, 8 See generating ideas • Ask the class what kind of occasions they usually celebrate, e.g. birthdays, anniversaries, etc. and what they like doing to celebrate different occasions. Encourage them to plan in pairs, as this part of the task is more fun, as well as more productive, if it is collaborative. Stress that they should try to imagine a real occasion and to think of all the details that they will need in order to invite someone to their celebration. writing task Encourage students to choose someone in the class to invite to their celebration. They should then decide whether to write a letter, e-mail, or text message, depending on how well they know that person and how formal / informal they want their invitation to be. If students are keen to write a more formal letter, they can invite you or another teacher rather than a classmate. Tell students to write a rough draft of their invitation first and walk round and help them while they are doing this. Encourage them to sit with a partner and read each other's work and help if they can, before they go on to write the final version of their invitations. Let students give out their invitations or put them up on the wall and tell students to walk round reading the invitations and finding out if they have been invited to anyone's celebration. two reading 1 using background knowledge Discuss these questions in groups. 1 Do you like mushrooms? 2 Where do mushrooms grow? 3 Have you ever picked mushrooms? 4 Do you know these different kinds of mushrooms? boletus pores mushroom stalk oyster mushroom shi-itake mushroom field mushroom 2 identifying text type Read texts A-D quickly and match them to the text types 1-4 below. 1 a recipe 2 a restaurant review 3 a menu 4 a webpage from a mushroom website 3 recognizing text purpose Which text: 1 explains how to cook a meal? 2 gives facts about mushrooms? 3 gives details about different meals? 4 lists all the ingredients for a meal? 5 suggests readers go to this restaurant? 6 hopes readers will buy something? 7 offers an opinion about a place? 8 tells readers what they shouldn't eat? 4 responding to the texts Read texts A-D again and discuss your ideas with a partner. Text: A Give four facts from the text about boletus edulis. B Look at the star rating under this text. How many stars do you think the writer will give this restaurant? Why? C Which meal would you choose in Carluccio's Caffé? D Would you like to cook or eat this dish? Why?/Why not? ■ King bolete - boletus edulis Description: The king of the mushrooms is the boletus edulis - the French call it a cep, the Italians call it porcini, and the old English name is 'Penny Bun'. If you can imagine a hamburger bun on a thick stalk, you will have a good idea of what most boletus look like. The caps are usually brown or reddish-brown, while the pores may be white, yellow, orange, red or brown. They are up to 25 centimetres tall. j» WHEN AND WHERE: You can find them in the summer and autumn, on the ground, near or under trees. ■y WARNING: A few types of boletus are poisonous. Don't eat any with orange or red pores. They also go bad quickly, so eat only fresh ones. B Carluccio's Caffé 8 Market Place, Wl (0020-7636 2228). Mon - Sun £60 for 4 people For mushroom lovers, I'd strongly recommend Antonio Carluccio's restaurants, which always serve wild mushrooms, such as porcini, when in season. They offer a very friendly atmosphere, reasonable prices and delicious Italian cooking. For the next week, at 2 p.m. each day, Carluccio himself will prepare recipes from his new book, The Complete Mushroom Book. And for anyone who doesn't like porcini there will be special 'mushrooms' made from chocolate. OCTOBER 2003 *** EXCELLENT ** VERY GOOD *GOOD Carluccio's Caffé WELCOME TO CARLUCCIO'S CAFFÉ. OUR FOOD IS PREPARED USING THE BEST FRESH, NATURAL INGREDIENTS, WHERE POSSIBLE FROM ITALY. WE HOPE YOU ENJOY YOUR MEAL. mam courses A traditional fried pastry filled with vegetables £5.25 and melted cheese. Pasta with tomato, pork and lamb and white sauce. £6.75 Pasta with fresh and wild mushrooms. £5.95 Breast of chicken, breadcrumbed and fried, served with a green salad. £8.25 D Pasta with mushrooms 300gfiesh mushrooms 3 75 g wild mushrooms 75gbutter 2 tablespoons vegetable oil 1 clove of garlic, chopped finely 3 tablespoons chopped parsley 350g pasta_______________ 300ml cream_____________ salt and black pepper Clean all the mushrooms and slice them thinly. Heat the butter and oil in a frying pan and cook the garlic and parsley until soft but not brown. Add the mushrooms. Stir frequently until cooked. Remove from the heat. Meanwhile, cook the pasta. When the pasta is nearly cooked reheat the sauce, add the cream and cook together for a few minutes. Drain the pasta and place in a warm dish. Pour the sauce over the pasta, add salt and pepper to taste and serve immediately. The Publisher does not accept responsibility for any injuries or costs arising from the recipe above. A poisonous 'poizsnes causes illness or death if eaten or drunk B wild not grown by farmers in season at the right time of year C pastry 'peistri a mixture of flour, fat and water or milk, made flat and baked in the oven D parsley a green herb drain (v) remove all liquid go to self-assessment p. 60 vocabulary diary p. 62 PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS two arSOD i] text theme all about mushrooms time 40-50 mins using background knowledge • Before doing exercise 1, you could elicit the topic from the class either by drawing a mushroom on the board and asking students for the word or by playing hangman with the word MUSHROOM (i.e. put __________on the board and ask the class to guess letters until they guess the word or you complete the hanged man). • Talk about the questions in exercise 1 as a class or in pairs first, to find out what students know about mushrooms. guidance notes It is a good idea to find out what students know about the topic of a text before they read, for the following reasons: - It may remind them of facts or information they can't recall. - It allows them to share knowledge with the rest of the class. - It may include information or ideas that are in the text (which will make the text easier to read). - It often serves to raise interest in the topic. - It gives you an idea of what students already know and how they might respond to a text, which may influence the way you handle the lesson. identifying text type • Point out the four texts and give students a minute to decide what type of text each one is. You may want to ask the class how they know which text is which. (They should be able to identify the texts very quickly by looking at the conventions, e.g. the website entry includes headings, the review includes the name and address and the star rating system, the menu layout should be very familiar and includes prices, and the recipe begins with the name of the dish and a list of ingredients.) • Discourage students from reading in more detail at this stage. guidance notes The lesson aims to help students read a range of short texts. This exercise encourages them to notice the conventions of four different types of text and to read for gist to confirm their ideas about the genre, before looking at the individual texts in more detail. answer key 1 D, 2 B, 3 C, 4 A There is no connection between Carluccio's Caffé and the recipe or the mushroom website. recognizing text purpose • Tell students to read the questions carefully and think about the answers before reading the texts again in more detail to check their ideas. Then let them compare their answers with a partner. • Point out the glossary but encourage students to use the context to guess the meaning of any further words they are not sure about. guidance notes This task asks students to think about what each text is doing and why you would read each one. Although they are all informational, each text has a different style and focus, i.e. text A gives a list of facts; text B uses the language of description and recommendation; text C is descriptive and designed to tempt the reader, and text D gives a set of instructions. answer key 1 D, 2 A, 3 C, 4 D, 5 B, 6 C, 7 B, 8 A responding to the texts • The questions ask students to respond to the texts as they would in real life. For instance, text B is a review, recommending the restaurant and students are being asked to evaluate the writer's opinion, which focuses them on the language of recommendation. The writer's attitude or opinion is an important feature in text B, while the other texts are more factual (though the menu and recipe are clearly written to tempt the reader!). • Focus students on the four questions (one for each text) and ask them to discuss the answers in pairs. answer key Text A: e.g. Boletus edulis are brown / reddish brown, 25 cms tall, grow in summer / autumn, on the ground or under trees, they can be poisonous, and they go bad quickly. Text B: The review gave three stars, but as long as students recognize that iťs a favourable review (two or three stars), thafs fine. The textual clues are: I'd strongly recommend, very friendly atmosphere, reasonable prices and delicious Italian cooking. Texts C and D: students' own answers ideas plus You could encourage students to think about their reading by asking them to assess how easy / difficult they found each text to read. Put some prompts on the board, e.g. grammar, vocabulary, interest in mushrooms / food, do/ don't read this kind of text in my language, etc. and get students to discuss these factors in pairs, e.g. Did you find the grammar easy / difficult? Alternatively: - Students who like mushrooms could try the recipe and report back to the class. - Students could write a review of a local restaurant or write a recipe of a favourite (simple) dish for their peers, using texts B and D as models. how to ... organize ideas 1 understanding the writer's purpose a Read the extract from a tourist information leaflet about local food in Cyprus. Would you like to try any of this food? b Underline the phrases that recommend something, and (circle) the phrases that describe something. The first two examples have been done for you. 2 organizing ideas I Before writing a text, you need to think of some ideas for your writing, and I organize them. Look at this way of organizing ideas using a mind map. Complete the mind map using information from the extract. 3 planning your writing Look at this plan. Put the points in the order they appear in the extract. [ | shopping for food [ | eating at home ] where to eat out Q something to take home Q what to eat in a restaurant ] food on special occasions 4 generating ideas a Think about local food and eating out in your area. Make a mind map of your ideas. Use a dictionary for new words and phrases. b Work in pairs. Ask and answer questions about each other's mind maps. a Put the ideas from your mind map in exercise 4 into a numbered plan. b Use your plan to write a text entitled What to eat in ..., to be included in a school pack for new students and teachers, or for a class display. What to eat in Cyprus Eating out in Cyprus in a local taverna is a wonderful experience. Order a meze, (which can include up) Jo thirty of the best local dishes in one) meal) If you're on the coast, have the fresh fish of the day, which really will be fresh! For Cypriot families, a typical meal will probably be vegetables, such as tomatoes or red peppers, filled with rice, herbs and spices. On special occasions people prepare delicious meat dishes, cooked slowly in the oven in closed pots. For shopping, don't miss a visit to the colourful local markets. Try the tasty white Cyprus cheeses and local sausage, which is good either grilled or fried. Remember to buy some of the famous sweets known as Cyprus Delight for your family and friends. 10 B sausage 'sDsid3 a mixture of meat cut El into very small pieces and made into a long f=l thin shape goto self-assessment p. 61 vocabulary diary p. 63 PH0T0C0PIABLE © OXFORD UNIVERSITY PRESS riting aim to improve organization of ideas in a longer text writing task a descriptive text about food for an information pack time 50-60 mins understanding the writers purpose • You could discuss exercise la as a class. Find out if anybody is familiar with the food described in the extract and what dishes students would like to try (or not). • Put students in pairs for exercise lb. Tell students to look at the examples underlined / circled in the extract and explain the difference between a recommendation and a description. Explain that some sentences may include both. Monitor while students find more examples. guidance notes Exercise la encourages students to respond to the text as they would in real life before analysing the text type and its purpose through the language that is used. Exercise lb highlights some useful phrases for recommending and describing, which students can go on to use when they do the writing task. answer key a students' own answers b recommending: Order... meze; have ... day; don't miss ... markets; try... sausage; good either grilled or fried; Remember to... sweets describing: which ... meal; fresh; a typical meal... spices; delicious meat dishes ... pots; colourful local; tasty... cheeses; famous organizing ideas • Tell students to read the information in the tip box. It's a good idea to do (or start) the mind map on the board with the whole class. You can start by writing What to eat in Cyprus in the middle, and adding some blank circles around it. Encourage students to help you fill in the main labels, before asking them to find details from the extract. guidance notes This exercise shows one way of generating and organizing ideas for a written text (there are, of course, other ways which are equally valid). Here students can practise producing a mind map using information which is provided; if mind maps are new to any students, this will provide them with a useful learning tool and remind them of the importance of generating and organizing their ideas when writing a longer text. answer key eating at home: typical meal - vegetables filled with rice, herbs and spices special occasions - meat dishes cooked in closed pots shopping: local markets - Cyprus cheeses local sausage Cyprus Delight planning your writing • Point out that the next stage in writing a text is to write a plan, using the ideas from their mind maps. Focus students' attention on the plan, but tell them that the ideas are in the wrong order. Ask pairs to discuss the best order for the six points and then to check their ideas in the extract. They should then number the points in the order they appear in the extract. guidance notes This stage aims to raise awareness of the importance of planning a text before students begin writing. It is important for students to realize that a mind map helps to group and link ideas but doesn't necessarily show the order points will be made in. They can also use these ideas as the basis for their own texts. answer key 1 where to eat out, 2 what to eat in a restaurant, 3 eating at home, 4 food on special occasions, 5 shopping for food, 6 something to take home 4 generating ideas • If your students are not studying in their own countries, let them brainstorm what they know about local food and eating out in the area where they are studying. This has the advantage of being collaborative and providing useful information for new students and teachers. If they prefer (or you prefer them) to write about their own countries, they may have to work alone for exercise 4a, but if possible put them with students who share similar food. • For exercise 4b, put students into new pairs or groups and let them look at each other's mind maps and ask questions to find out as much information as they can. Encourage them to add to their mind maps if their partner's questions prompt new ideas. writing task Focus students on the importance of planning their text by writing the heading What to eat in ... on the board and listing 1 to 6 below it. Tell them to decide in what order to present their information and then to transfer the ideas from their mind map into the plan. Walk round and help them at this stage, so that they can ask questions before they begin writing their text. ideas plus This could be extended into a class project by adding further sections to students' information leaflets, e.g. travel and transport, local culture and entertainment, shopping, etc. Divide the class into groups and let them choose (or allocate) different sections to write about. 11 1 predicting a The article below is about a journey that went wrong. Try to guess what happened using the picture, the title and these words from the text. holiday Canada Australia flight landed the Internet b Read the article. Were your predictions correct? 2 understanding the main points a Which way did Emma and Raoul go (A, B, or C)? Which way did they plan to go? b Complete the summary of the story using the words in exercise la. You can use the words more than once. A British couple, Emma Nunn and Raoul Sebastian, planned a three-week (1)_____________to Sydney, (2)_____________. They booked their (3)_____________on (4)_____________. During their journey, they were not worried when they had to change planes in (5)_____________, or by the rather short (6) ____________. In fact, they didn't realize they had made a mistake until they (7) Island in (8)________ at Sydney on Cape Breton Greetings from Sydney, Canada! A British couple, Emma Nunn and her boyfriend Raoul Sebastian were on their way to a three-week holiday in Australia. It's surprising that they didn't realize something was wrong when they landed at Halifax, Nova Scotia in % Canada, and were transferred, to a 25-seater plane for the last part of their journey. But 19-year-old Miss Nunn was only slightly worried. 'I don't like flying and I said I was surprised to see a small plane like that going all the way to Sydney, Australia,' she said. 'On the plane, they gave us immigration forms asking how long we planned to stay in Canada. I told 3 understanding attitude Read the article again. How did each person feel about what happened? Complete sentences (1-4) with the endings (a-d). 1 Emma Nunn 2 The air stewardess 3 Andrea Batten 4 The ABTA spokesman a was not surprised by a passenger's comment. b was surprised when some passengers landed in Canada. c was pleased because the mistake advertised a personal service. d was not concerned about unexpected changes to a journey. the stewardess we would only be there a couple of hours, and she said, "Fine, write two hours".' The couple were not concerned when they realized that their flight time from Britain was just nine hours 30 minutes instead of 22 hours. So it was not until they landed at Sydney on Cape Breton Island, Nova Scotia - a town with a population of 26,000 -that they finally realized that they probably wouldn't be able to use their Australian dollars at the local bar. While their friends were waiting for them at Australia's Sydney airport, the couple - who had booked their Air Canada tickets on the Internet - landed on the opposite side of the world. They were met at the airport by Andrea Batten, a customer service agent for the regional airline. Air Canada Jazz. 'I was told, "Can somebody go to the front desk, there is a couple who think they should be in Sydney, Australia,'" she said. 'While baggage occasionally ends up at the wrong Sydney, it is the first time that passengers have found themselves in the wrong hemisphere,' she added. Back home, the Association of British Travel Agents (ABTA) said the story was a great advertisement for using travel agents. A spokesman said: 'That is probably one of the drawbacks of the Internet - there is not a brain in the middle.' couple boyfriend and girlfriend transferred moved to a new plane concerned worried ends up finally arrives hemisphere one half of the earth drawbacks disadvantages goto self-assessment p. 60 vocabulary diary p. 62 12 PH0T0C0PIABLE © OXFORD UNIVERSITY PRESS 1 three reading er s notes _________ text theme catching the wrong plane time 40-50 mins predicting • Write the word Sydney on the board and find out what students know about it. Prompt them with questions, e.g. Where is Sydney? Have you been there? Would you like to go there? What's it like? They will probably assume that you're referring to Sydney Australia, so at this stage don't mention that there's another place with the same name in Canada. Encourage them to build up a picture of the place, e.g. city by the sea, great weather, the Sydney Opera House, etc. so that when they look at the picture of Sydney, Cape Breton Island, for exercise la, they realize something is wrong. • For exercise la, make sure students understand landed and flight. They will come across both these words in the text. Ask students to read the prompts carefully so that they have enough clues to predict the story. Give them a few minutes to discuss their ideas with a partner and then get some feedback. Don't give anything away at this stage, but accept all sensible suggestions. • Exercise lb is a gist reading task, so give students a time limit of about three minutes so that they don't get too distracted by details at this stage. guidance notes The article is adapted from a longer text in a British newspaper, The Daily Telegraph. The writer's tone is humorous and the text describes the couple's and other people's responses to the events in the story, rather than simply narrating the events themselves (see exercise 3). This prediction task should raise interest in the actual events that took place and make the article accessible by focusing students on the main events of the story before they read it. understanding the main points • For exercise 2a, focus students on the map showing three possible routes the couple took. Let them discuss their answers with a partner, before going back to the text to check. Get feedback on whether they managed to get the routes right from a first reading of the text. • For exercise 2b, ask students to try to complete the summary without going back to the text. When they are ready, tell them to check their ideas against the text. guidance notes Exercise 2a should give you a good idea of how much your students can pick up from a fairly quick reading of the text. Activities like this help train students to focus on the main points of a text. Exercise 2b will help to clarify the main events of the story if anyone is still unclear about this. The summary will also be useful for students to refer to if they do the activity suggested in ideas plus. answer key a actual route: C, planned route: B b 1 holiday, 2 Australia, 3 flight / holiday, 4 the Internet, 5 Canada, 6 flight, 7 landed, 8 Canada understanding attitude • Give students time to read the text again and to refer to the glossary if necessary. • Tell students to read the question and complete the sentences about how different people in the story felt. Encourage them to scan the text to find the part where each person is mentioned. guidance notes This task gives students a chance to focus on some of the details that make the text engaging to read, i.e. the comments made by some of the people involved. answer key 1 d, 2 a, 3 b, 4 c ideas plus Work in threes. Student A is Emma, Student B is Raoul and Student C is a friend. Emma and Raoul are telling the story to a friend. Listen to each other and interrupt if you think your partner has made a mistake or missed an important detail. The friend should ask questions to prompt the story, e.g. Emma We planned a three-week holiday to Australia. Friend Where in Australia? Raoul We wanted to go to Sydney ... 13 how to ... develop ideas 1 generating ideas Read this paragraph written by a Spanish student. Work with a partner and ask and answer these questions. 1 What place does she like? 2 Why does she like it? 3 Can you describe it? 4 When does she go there? 5 What does she do there? A p lace, I really love. is the Placa Sani Felip Neri in- my city. I love it because it is en very peaceful place, right m the, centre, of a lively, noisy city. It is a small square, and there, art no bars, shops or cars. It's got a fountain in, the middle and there are a few benches to sit on, but not many people go there. There's a nursery school there, and two or three times a day the little children- come out to play. I go there when, I'm tired of the noise and stress of the city. It's a beautifid place to relax, and listen-only to the noise of water and happy children-. Mutiset, Barcelona, Spain- fountain 'fauntm an attractive structure that sends water into the air stress worry and pressure (of life in the city) 2 developing a text IStart your paragraph by giving the most important information or main point. You can develop this point by giving a reason and more information. a Look at Marisa's text again and find: 1 the main point 2 a reason 3 information about the place 4 more information about her reasons for going there b Order the four sections, A-D, of the text below. Find: 1 [ ] the main point 2 O the reason 3 [~] information about the festival 4 [ ] more information about why they had a good day A Crreod Das) Ou+ A There's a droiqon and i+ has +o pass iv\ fronf of all +he Chinese res+aurawrs, v/hich leave a salad otďside their front door Xf the draaon stops and eats the salad, that restaurant wins B We went there because it was the Chinese Wew Year and we wanted to Know what the-j do on this special davj C We were lucfy to see the dragon when he ate the salad /After that, there was Chinese music on the streets and we followed all the people and danced X eny^ed the doN because X learned a lot about Chinese culture D X had a really wonderful das) out last weeK with two friends, Priscilla and Vtenrvj We decided to spend our da\j at La Chapelle, the Chinese area in Paris 3 developing ideas a Think of a place you really love and make some notes to answer the questions in exercise 1, e.g. What place do you like? b Work in pairs and ask and answer the questions about your places. Find out as much detail as possible about your partner's place. c Add more information to the notes you made about your place. 4 organizing ideas a Look at your notes and decide on the main point, a reason, and more information. b Work in pairs. Complete these sentences with the information in your notes. A place I really love is ... I love it because ... It is... and there's a / there are ... It's got... I go there when ... It's a ... place to ... > Writing task a Write a paragraph about a place you love for display on your classroom walls, b Walk round and read other people's texts. Which place would you most like to visit? Why? goto self-assessment p. 62 vocabulary diary p. 63 14 PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS EBB writl'ng aim to use a practical framework and collaboration to develop a longer text writing task a descriptive paragraph about a place time 50-60 mins generating ideas • If possible, tell students in the previous lesson what they are going to be writing about, and ask them to bring in photos or pictures of a place they love if they have any. This will help to generate more detail and ideas for their texts. They can also use the pictures to illustrate their work for display (see writing task). • Put students in pairs and tell them to read the paragraph and then answer the questions together. If you wish, you can ask them to cover the text and answer the questions from memory. guidance notes This lesson uses the context of describing a familiar place as the basis for developing ideas for a longer piece of writing. However, the use of question prompts, student coUaboration, and useful language chunks to structure a text can be used to generate and develop ideas in a number of different contexts (see ideas plus). answer key a 1 the Placa Sant Felip Neri in her city; 2 it's a very peaceful place right in the centre of the city; 3 It's a small square ... the tittle children come out to play; 4 when she's tired of the noise and stress of the city; 5 she relaxes and listens to the noises in the square developing a text • Tell students to read the tip box and then do exercise 2a in pairs. Get feedback from the class before they move on to exercise 2b. • Write Chinese New Year on the board and ask the class what they know about this festival. Elicit or pre-teach the word dragon. Then ask students to read and order the four sections of text (which was written by a student about a 'great day out'). Tell them to fill in the boxes alongside sections 1 to 4. • In feedback, focus on how the writer has developed the text by asking students what the main point is, what reason the writer gives, what information he gives about the festival and why they enjoyed it. guidance notes This task gives students a possible framework for developing an initial idea into a paragraph. This framework does not work for every kind of text, but it provides a clear set of stages for developing a description and can be adapted for different topics and texts. Asking students to give a reason encourages them to explain their opinions. The text in exercise 2b offers a further model and describes an experience as opposed to a place. answer key a 1/4 place I really love... in my city. 21 love it because it is ... lively, noisy city. 3 It is a small square ... the little children come out to play. 41 go there when ... and happy children. b 1 D, 2 B, 3 A, 4 C 3 developing ideas • For exercise 3a, tell students to use the questions in exercise 1 as a prompt to generate their own ideas about a place they love. Change the questions into the second person as a class. Emphasize that they should only make brief notes at this stage. • For exercise 3b, tell students to ask each other the questions from exercise 1, but encourage them to ask follow-up questions to get more details and information about their places. It's a good idea to demonstrate this first by asking one student about their place and prompting the class to ask more questions. Alternatively, talk about a place you know and encourage the class to ask questions to get more information. You could write any good questions they come up with on the board. • For exercise 3c, tell students to add the extra details and information they gave their partner to their notes. guidance notes Generating ideas for a text is often problematic. This lesson uses a set of questions to prompt students' own ideas, but then encourages students to collaborate and prompt each other to generate further ideas and produce more detail for their texts. Exercise 3c shows students that they can use their notes as a starting point, but add to them as they come up with more information and detail. organizing ideas • At this stage, students need to plan their texts. Tell them to think about how they are going to structure their texts by deciding on the main point, a reason, and more information (i.e. more detail and ideas). • Focus students on the key phrases taken from Marisa's text and tell them to complete them orally with a partner. Tell them to listen and help each other complete the sentences with their information and ideas. Walk round while they are doing this and help with vocabulary and reformulating ideas. Encourage students to use the prompts as a 'skeleton', which they can further build on and personalize when doing the writing task. writing task Let students know that their work is going to be displayed on the classroom walls. This will encourage them to present their work well. If they have brought in photos, tell them to use them for ideas and to illustrate their paragraphs. For exercise b, get some feedback from the class on which places they like the sound of and why. ideas plus This lesson can be adapted for different contexts. It is a good idea to use contexts which students have personal knowledge of and / or opinions about. For example, writing about a restaurant they like (see p.8 for a restaurant review) or a great day out (using the text in exercise 2b as a model), or their last holiday. Give them a set of question prompts and some useful phrases and encourage plenty of collaboration to generate and develop ideas. 15 1 using background knowledge a Have you ever ordered anything online or from a catalogue? What? b Read the envelope opposite. Would you open it if it was addressed to you? Why? / Why not? 2 understanding the writer's purpose Read the letter. Is the writer trying to: a sell the reader the 'Atlantique' dinner set? b persuade the reader to make an order? c tell the reader about La Store's new French clothes? d explain that the reader has won some free gifts? 3 understanding language in use Cover the letter and match the beginnings (1-5) with the endings (a-e). Which sentences are persuading the reader to do something? 1 I'd like to invite you to 2 This attractive dinner set 3 Go on ... now is 4 So why not 5 Complete the order form a a great time to treat yourself. b claim a very special gift. c or order online 24/7 @ www.lastore.com. d take a look at the catalogue now? e will look great on any table. 4 reading for specific information Explain what these words and numbers are in the order form. example Student A: 25 Student B: The trousers cost £25. 1 2.95 2 24 3 12 4 10 5 1,000 6 2 Ms T Richardson 23 Coleman Street Brighton BN29FL v*V «ye* *v** store URGENT: We can only keep your free gifts for one week, so place your first order today... don't miss out! Dear Ms Richardson I have some fantastic news for you! To celebrate our new collection, I'd like to invite you to claim a very special gift with your first order from our catalogue. A 4-piece 'Atlantique' dinner set - FREE with your first order With its simple, classic blue-and-white design, this attractive dinner set will look great on any table. As well as four full-size dinner plates, it also contains four side plates and four soup bowls. WIN - £1,000 worth of the latest French fashionsl Enter our free French Fashion Prize Draw and you could win £1,000 to spend on the very latest styles from La Store. Simply make an order and we'll put your name into the Prize Draw. 10% off your first order! Go on ... with 10% off your first order, now is a great time to treat yourself or get a bargain for your family. You'll enjoy 14 days' free home approval and free returns. So why not take a look at the catalogue now? It's so simple, just complete the order form or order online 24/7 @ www.lastore.com. Page Description Colour Catalogue Number Size Price Quantity TOTAL 1 T-SfuN- red LP0S6 \t £8.60 1 £8.50 ZH ■trousers cft.1^ 18/106 XL £26.00 1 £25.00