Real Writing 1 by Graham Palmer Teacher’s notes

Unit1

At a hotel

Ask students about their experiences of staying in hotels. Write

on the board: What is important about a hotel for you? Ask

students to rank these statements (i.e. 1 = most important,

5 = not important):

R: Thank you. That’s all fine. We’ll send you confirmation by post.

G: Thank you. Goodbye.

R: Bye.

Focus on … capital letters

It is comfortable. It is clean. It is cheap.

It is in a good location / place. The staff are friendly.

Put students into pairs and ask them to compare their answers.

Feedback as a whole class.

Get ready to write

• Ask the class to look at the picture. Ask students, where

is Xiaoping? What is he doing? Elicit hotel vocabulary, for

example, to arrive, a guest etc. and write it on the board.

• Tell students that Xiaoping wants to stay in a small hotel.

Ask students what questions the receptionist might ask him,

for example, would you like a single or double room? Write

suggestions on the board. Ask students which room they

think he wants and why.

Completing hotel forms

1 Ask students to look at the form and do the exercise in pairs.

2–4 Ask students to do the exercises. Check answers.

Focus on … the alphabet

You may want to remind students of the pronunciation of the

letters of the alphabet by brainstorming this chart on the board.

/ei/

/i /

/e/

/ai/

/au/

/u /

/a /

ahjk

bcdegp

t z (USA)

flmnr

x z (UK)

iy

o

qw

r

Play the recording and ask students to complete the exercises.

5–7 Get students to do the exercises.

Get students to do the exercises. Check answers. Then dictate

the text below to students. Check they have used capital letters

correctly.

I would like to say what a wonderful time I had at your Rome

hotel. I stayed from Monday 21 March to 28 March. I especially

want to thank the manager Marco Andretti. He helped me to

arrange a very special celebration for my wife’s birthday.

8 Ask students to complete the registration form.

9 Tell students to use the information from the card to

complete the payment information part of the form.

Check

In pairs, ask students to swap their books and use the Check

questions to check each other’s work and, if necessary, suggest

improvements.

Extra practice

Get students to visit a hotel website and download an enquiry

form. Alternatively photocopy the form below. Get students to

complete the form.

Castle View Guest House

16 High Street, Conwy, North Wales, LL32 86NN, UK

Phone: +44(0)1492 591001 Fax: +44(0)1492 591002

Email: castleview@wales.com

Booking Form

Please use BLOCK CAPITALS.

Full name:

Address:

Class bonus

For weaker students you may want to supply possible questions

for the receptionist and responses for the guest. Alternatively, use

the model dialogue below (R = Receptionist G = Guest):

R: Hello. The George Guest House. How can I help you?

G: Oh, hello. I’d like to make a reservation.

R: Fine. Can I take your name please?

G: …………

R: And your address?

G: …………

R: And the telephone number?

G: …………

R: What type of room would you like and when do you want it?

Guest: …………

R: Okay. That will be a total of $150.00. How will you be

paying?

G: …………

Post code:

Tel no:

Number of guests:

Type of room single / double / twin / family

Age of children:

Date of arrival:

Date of departure:

Method of payment Mastercard

Visa

Credit Card No.

Expiry Date:

Delete as appropriate

Cheque

Tick

Signature

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© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit2

Post

Get ready to write

Put students in pairs for the listening activity, play the recording

and ask students to briefly discuss the questions. Check the

answers as a whole class.

Write Post (USA: Mail) in the middle of the board as the central

word for a spidergram. Ask students for key vocabulary about

post, e.g. sign for something, etc. and write this on the board.

Brainstorm other types of postal services that your students may

use, e.g. parcel post, airmail, etc. For example:

airmail

parcel post

Post

(USA: Mail)

Item

next day delivery

Refer students to the Did you know…? box on page 15 for more

ideas and ask them to write the names of these services in their

own language.

Completing post office forms

1–3 Students can do these exercises in pairs or individually.

Check answers.

4 Ask students to do the exercise. While students are completing

the exercise write the following information on the board:

DC 20500 NW1 6XE London

1600 Pennsylvania Avenue 221b Baker Street

i) President of USA, ……………,

ii) Sherlock Holmes, ……………,

Role cards

Student A

Part 1: You are the customer.

a) You want to send a watch to a friend. Talk to the post

office worker and complete the table below with the weight

and cost.

b) You want to send a vase to your aunt. Talk to the post

office worker and complete the table below with the weight

and cost.

……………,

……………,

Washington

……………

……………

Ask students to complete these famous addresses with

information from the box. (You can also add to the box the

address of someone famous in your country, and add their

name as question iii. This will highlight any differences in the

ordering of addresses that you may have in your country.)

Focus on … weight / Focus … on money

Ask students to complete the exercises, playing the recordings

where indicated. Check answers. For extra practise with writing down

weights and values, put students in pairs. Then tell each pair that one

student is Student A and the other is B. Give them a copy of the role

cards and sample dialogue. Check that students understand their

role cards and explain that this role play is in two parts. Ask them to

role play Part 1 and check their answers before role playing Part 2.

Dialogue

Customer: Hello. I’d like to send a parcel. It’s a name of

object.

(Customer gives the item to the post office worker.)

Post office worker: Thank you. I’ll need to weigh it for you.

That’s (weight) kilos, so that’ll cost (money).

Customer: Here you are.

(Customer pays the post office worker.)

Postal office worker: Thank you.

Customer: Thank you. Bye.

Weight

Cost

A watch

A vase

Part 2: You are the post office worker.

a) The cooking pot weighs 5 kg. It costs £18.00 to post it.

b) The computer game weighs 0.3 kg. It costs £4.35 to post it.

Student B

Part 1: You are the post office worker.

a) The watch weighs 0.1 kg. It costs £2.15 to post it.

b) The vase weighs 1.2 kg. It costs £10.50 to post it.

Part 2: You are the customer.

a) You want to send a cooking pot to your brother. Talk to

the post office worker and complete the table below with

the weight and cost.

b) You want to send a computer game to a friend. Talk to

the post office worker and complete the table below with

the weight and cost.

Item

Weight

Cost

A cooking pot

A computer game

5–9 Students can do these exercises in pairs or individually.

Check answers. Note that a commercial sample, is an

example of a company’s work, i.e. a printed t-shirt, that the

company gives you for free to encourage you to buy more.

10 Ask students to complete the form.

Learning tip

Put students into small groups and give them three minutes

to find as many double letter words as they can in a dictionary.

They must be words that they understand. At the end feedback

all the words they found onto the board.

Tell students that they are going to group the words with a

similar meaning. Ask one student at a time to come up to

the board, rub out a word and then rewrite it next to a similar

word, e.g. address + street. After most of the words have been

grouped, rub out those that do not fit into any group. Give the

class a group of no more than ten words to learn in this way for

homework. Test them in the next lesson!

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© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit3

At the bank

Get ready to write

Before students do this exercise, you can introduce the topic

by emptying out your wallet and eliciting the vocabulary for the

different types of money that you carry, e.g. coins, notes / bills,

credit cards, cash / debit cards, etc. Ask if people have bank

accounts and what they were asked by the bank when they

opened them.

Write these jumbled questions on the board:

1) email address / your / what’s / ?

(What’s your email address?)

2) born / when / you / were / ?

(When were you born?)

3) phone number / what’s / your / ?

(What’s your phone number?)

4) you / are / married / ?

(Are you married?)

5) come / where / you / do / from / ?

(Where do you come from?)

Ask students to unjumble the questions. Then in pairs, get them

to ask and answer the questions they have written.

In pairs, ask students to discuss and complete the exercises.

When students have put the questions into the different

categories in the table, e.g. Employment information, Contact

information, etc. brainstorm other questions that might be

asked in each section of the form, for example, your nationality,

employer’s name, etc.

Completing bank forms

1–4 These exercises can be done in pairs. Encourage students

not to worry about unfamiliar vocabulary and to guess the

meaning of words they are unsure of from the context. After

a few minutes ask students to compare their answers in small

groups and then ask them to feedback their answers onto

the board. Deal with any vocabulary that students are still

uncertain of, e.g. widowed, tenant, mortgage, etc.

5 This exercise can be done in pairs.

Did you know … ?

Before students look at this, refer students to question 1 of the

form and elicit why John Davidson has ticked the box marked

Other. Ask students to look at the information in Did you know …?

For extra practise with forms that ask you to make a choice, copy

these questions onto the board and ask students to complete

them.

First language (tick one):

Japanese

French

Portuguese

Mandarin

Other (please specify)…….

Favourite sport (tick one):

None

Football

Basketball

Tennis

Other

(please specify)……

Favourite pet (tick one):

No pet

Dog

Cat

Rabbit

Other (please

specify)…….

Ask the class to feedback their answers, write them on the board

and work out the class’s top three sports and pets.

6 Ask students to complete the exercise in pairs or individually.

You may want to highlight any changes in stress and drill the

stress patterns:

Britain / British

China / Chinese

Russia / Russian

Turkey / Turkish Japan / Japanese

Mexico / Mexican

You may also want to add the nationality / nationalities of

your own students to the exercise.

7 This exercise can be done in pairs. Check answers.

Focus on … email addresses

Ask students to complete the exercises, playing the recordings

where indicated, then put them in small groups. Ask them

to each dictate their email address and then check that the

others in the group have written it down correctly. Monitor the

exercise, and if people have written anything incorrectly suggest

remedial strategies to the speaker, e.g. speaking slower and

using pauses.

Alternatively, ask each student to write down five email

addresses (they can make them up if they can not remember

real addresses). Put the students in pairs and ask them to dictate

the addresses to their partner and then check that their partner

has written them down correctly.

8 Ask students to complete the application form in sections

a–d and then use the Check questions to check their work.

Next put them into groups of three and get them to swap

their books with another group. Explain that the bank has a

platinum account which only the best customers can open.

Tell them they must read the forms from the other group and

choose one person who they will offer the platinum account

to. When they have decided, they should explain to the other

group why they have chosen that person, e.g. they have lots

of savings, they deposit lots of money in their bank account

each month.

More activities

Vocabulary Practice: For extra practise of vocabulary from

this unit, copy these anagrams and explanations onto the

board and ask students to unscramble them. Do not write

the answers (in brackets)!

VASSING = Money you have in a bank (SAVINGS)

TRERNUC SREADDS = Where you live now (CURRENT

ADDRESS)

MENARUS = Your last name (SURNAME)

YEELMORP = The company you work for (EMPLOYER)

MEEFLA = Not a man or boy (FEMALE)

NOWER = Someone who owns something (OWNER)

COUNTAC = You have one of these at a bank (ACCOUNT)

TREN = Money that you pay to a person who owns your

home (RENT)

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© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit4

My name’s …

Get ready to write

Focus on … sentences

Ask students what is happening in the pictures and if they have

ever been involved in an exchange programme. Ask students

how they felt before they went and what they knew about the

host family before they arrived.

Ask students to do the exercises. As a class brainstorm what

information the guest and host should share with each other

about themselves before they meet.

You may want to explain that when we read aloud a full stop is

a longer pause (a place to breathe). We normally take breaths

between logical chunks. Reading their own writing aloud can

sometimes help students find where sentence breaks should go.

Ask students to do the exercises. Check answers.

You could extend this activity by dividing the class in half.

Give the two groups different paragraphs to copy out from a

coursebook. Tell them not to include full stops and to change

all the capital letters at the beginning of sentences into small

letters. When they have done this, put students into pairs: one

student from each group. Ask them to swap their hand written

paragraphs and correct the paragraph they are given. After a few

minutes, ask them to check their corrected paragraph against the

original in the coursebook.

An email introducing yourself

1 Students can do this exercise in pairs or individually.

2 Students can do this exercise in pairs or individually. When

students have completed the exercise, ask them to look at the

email and find the expression to look forward to something,

e.g. to anticipate something. Highlight how the phrase is fixed

and always has an object (something). Ask students to think

about what they are going to do over the next 12 months.

Brainstorm what things they are looking forward to, e.g.

holidays, and what they are not looking forward to, e.g. exams.

Did you know…?

After students have done Exercise 1, brainstorm a list of six

famous people and write the names on the board. Alternatively,

use these:

Gloria Estefan (female Cuban / American singer)

Umberto Eco (male Italian writer)

Nelson Mandella (male South African politician)

Ichiyo Higuchi (female Japanese writer)

Andy Warhol (male American artist)

Tell students they have one minute to write these people’s

names in two different ways, e.g. Ms Gloria Estefan / Ms G

Estefan, then check their answers. Ask students to do Exercise 2.

Check answers.

3 Students can do this exercise in pairs or individually.

4–6 Ask students to complete the exercises. For Exercise 6,

you may want to highlight these fixed prepositions: in English

you always go to a place or event and listen to music. When

students have completed Exercise 6, you could ask them to

find other students in the class who like doing similar things.

Alternatively, ask students to call out their favourite hobby,

take a class vote and see which hobby is the most popular.

7–9 Students can do these exercises in pairs or individually.

Check answers.

Check

Highlight how the check questions follow the same logic as the

Learning tip. Students should check for meaning, i.e. that Lukas

has all the information he needs, before checking the grammar.

Extra practice

Before students complete the form, brainstorm what should be

written in each space. Ask students to complete the form.

Class bonus

You can extend this activity by giving each of the emails a

number before they are displayed. Tell students they have five

minutes to read as many emails as possible and write down

who they think they are from. After five minutes of looking at the

displayed emails, put students into groups of three or more and

tell them to compare their answers and add any that the other

members of the group may have. Then ask students to feedback

their answers to the whole class. The group with the highest

number of correct answers is the winner.

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© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit5

Back at 6.00

Get ready to write

B Adding notes to a calendar

Tell students to look at the picture of the family but cover up

the text. In pairs, tell them they have one minute to guess how

the people are related (i.e. brother, mother, etc.) and what their

hobbies are. Then ask them to read the text to see if they were

correct and do the exercise. Ask students to feedback their

answers to the class.

As an introduction to this part of the unit, ask students whether

they use a calendar or diary at home. Feedback onto the board

what type of things students write on their calendars and in

their diaries, e.g. birthdays, important events, things that have

changed, etc.

A Leaving messages

2 Students can do this exercise individually or in pairs.

Introduce Section A by asking students these questions: When

was the last time you left a message? Who was it to? What was

it about? Why didn't you speak to the person? Was it long or

short? Why?

You could also write on the board a typical message that

might be left in your house. This will give you the opportunity

to highlight any differences there may be between the way

messages are written in English and your students’ own

language. It would also be useful to refer students to the

Learning tip.

3 Ask students to do Exercise 3a, then play the recording

as many times as they need (as you would if it was an

answering maching message!) and get students to complete

Exercise 3b. Check answers.

1–2 Students can do these exercises in pairs or individually.

Check answers.

3 Highlight the types of words that are generally omitted from

notes, i.e. do, subject pronouns, auxiliary verbs and nonessential prepositions. Ask students to complete the exercise.

4 Before students do this exercise, you may want to do some

work on prepositions of time, e.g. before, after, at. Ask

students to read the messages on page 26 and circle before,

after and at. Elicit how at can refer to location (At the pool)

or time (Back at 6.00). Ask students to look at Message a and

answer these questions: Will Malcolm be at home before

6.00? (No); Will Malcolm be at home at 6.00? (Yes); Will

Malcolm be at home after 6.00? (Yes, unless he goes out

again!). Put students into small groups. Ask each student to

think of one activity they do every Saturday or Sunday, e.g. go

shopping. Ask them to tell the group the activity but not the

time they do it. The other students in the group must find

out the time by asking questions using before, after or at, e.g.

Do you go shopping before 1.00? The student should only

answer Yes or No. Ask students to complete the exercise.

Check answers.

After Exercise 4 write these sentences on the board for

students to shorten.

a) I’ll see you on Monday.

(Answer: See you Monday.)

b) There’s choir practice tomorrow. (Answer: Choir practice

tomorrow.)

c) Are you coming?

(Answer: Coming?)

d) I’m at Chris’s house.

(Answer: At Chris’s house.)

5 Students can do this exercise in pairs or individually. Check

answers.

1 Ask students to complete this exercise. Feedback as a class.

4 Students can do this exercise individually or in pairs. After

students have completed Exercise 4, highlight how the

important information answers three different questions:

Who? Where? and When? Explain that later they will add

notes to the calendar about the party. Ask them: What other

information will you need to add? i.e. the answer to What? A

party.

5 Students can do this exercise individually or in pairs. Check

answers.

6 Ask students to complete the exercise. Extend Exercise 6 by

putting students into pairs and giving Student A in each pair a

role card.

Student A

You are the choir director. Phone Helen and leave a message

on the answer machine. Explain that the choir practice on

March 12 has been changed to March 9.

Explain that student A must use information from the role card

and pretend that they are leaving a message on the answer

machine. Student B cannot ask any questions but can ask

Student A to repeat / replay the message. Student B should then

change the calendar by adding or deleting information given by

student A.

Give student B this role card:

Student B

You are the Judo teacher. Phone Robbie and leave a message

on the answer machine. Explain that there will be no Judo on

March 6.

Tell students to repeat the exercise, this time with student B

leaving the message.

When both students have changed the calendar they should

check the corrections with the Check questions.

6–7 Students can do these exercises in pairs or individually.

They can use the expressions from Exercise 4 to help them.

Check answers.

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© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit6

Congratulations!

Get ready to write

B Thank you letters

You could introduce this topic by bringing in a card that you

received and elicit what it is, why it was sent and whether the

occasion was happy or sad. Draw a happy ☺ or sad face

on the board to reinforce this. Elicit the different occasions that

students send cards in their countries, e.g. New Year, Ramadan,

baptisms, bar mitzvah’s, etc. and what they normally write inside,

for example, who the card is to, a small message and their name.

Ask the students to complete the exercise. If you are teaching

a multilingual class, put them into groups. Ask them to discuss

when they send cards.

When the students are looking at the illustrations encourage

them to guess the meaning of new vocabulary, e.g.

congratulations.

Before students do Exercises 1–3 you may want to remind them

of the context. Ask them to look at the picture of the birthday

party and elicit or give the vocabulary, to pull a funny face and

a video camera. Give students one minute to read the thank

you letter and decide which person in the picture is Stefano.

Feedback as a whole class.

A Messages in cards

1 Before students do Exercise 1, draw their attention to the

faces you drew earlier on the board. Explain that they must

do the same on the messages. Ask students to complete the

exercise.

2 Before students complete the exercise, write these phrases

on the board:

Best wishes …

Good luck …

Ask students to find the prepositions that follow each

expression in their book, i.e. Best wishes on / for, Good luck

with / in. As you feedback as a whole class, highlight how

these expressions are fixed and do not change. Ask students

to complete the exercise. Check answers.

3–4 Students can do these exercises individually or in pairs.

Check answers.

Check

In pairs, ask students to swap their cards and use the Check

questions to check their partner’s card and, if necessary, suggest

improvements.

1–3 These exercises can be done in pairs or individually. After

students have completed Exercise 3, you may want to

hightlight the position of the date on the page, the opening

/ closing remarks, i.e. Dear Grandma / Lots of love, the

main text and Stefano’s signature.

4–5 Students can do these exercises individually or in pairs.

Check answers.

6 Ask students to complete the exercise. After students

have completed the exercise you may want to reinforce

the grammar by highlighting how the simple past, present

continuous and going to future are constructed.

7–10 Ask students to complete the exercises. To extend these

exercises ask students to write 2–3 more sentences using

some of the adjectives from Exercise 4 to describe the

presents in Exercise 7, e.g. The chocolates were really tasty.

11 Ask students to write a letter for the present they chose in

Exercise 7. If necessary, remind students of the layout of

letters, e.g. position of the date, how to open / close the

letter.

Check

In pairs, ask students to swap their letters and use the Check

questions to check their partner’s letter and, if necessary, suggest

improvements.

Extra practice

In groups of three or four, ask students to read the letters that

the other members of the group have written, and decide as a

group which present (out of the three or four) they would most

like to have received.

More activities

If you have access to the Internet, you could direct your

students to an ecards website and ask them to research

how many times the different fixed expressions are used in

a particular type of card, e.g. a birthday or get well card.

More activities

If you have access to the Internet, you could direct your

students in pairs to an online gift store and ask them to

choose a present for their partner. Afterwards, their partner

should write them a thank you letter.

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© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit7

Let’s party!

Get ready to write

Extra Practice

As a whole class, brainstorm some interesting places where

students would like to have a party, e.g. a zoo, a football stadium,

a stately home / mansion, a museum, a park and a church.

Ask students to discuss the questions in pairs. After two minutes,

ask them to join together with another pair to compare their

thoughts.

Ask students to write the invitation. Alternatively, photocopy a

map of your local area. Give one copy to each student and ask

them each to choose a location for the restaurant. Then get them

to write an email inviting their friends to the restaurant, giving

them directions. Ask students to swap their email with another

student. Tell students to read the email and mark the location of

the restaurant with an X on the map. Next, tell them to swap the

emails back and check that the other student has marked the

restaurant in the correct place. If the X is in the wrong place, ask

students to rewrite the directions to make them clearer.

A An invitation

Before students look at the example you could brainstorm what

information must be included in an invitation, for example, what

the event is, who it is for, when it is and where it is.

1–3 These exercises can be done in pairs. Ask students to feedback

to the class. Tell students that the, who, what, where, when and

why questions in the exercises are important as invitations are

incomplete without the answers to these questions.

Did you know…?

You may wish to highlight that these abbreviations can be used

with or without full stops (i.e. ASAP or A.S.A.P.). Also highlight that

RSVP is used on its own but ASAP is used as part of a sentence.

4–6 Ask students to do the exercises. Check answers.

7 Ask students to complete the exercise. Then reinforce the

grammar by highlighting how the present continuous is

constructed and how it is used to describe arrangements for

the future.

Focus on … directions

These exercises can be done in pairs. Ask students to complete

Exercise 1.

For Exercise 2, brainstorm what additional information Isobel

needs to give to make her directions clear. Remind students how

Stef, in his email, refers to nearby important buildings, e.g. the

Post Office and distances, e.g. go straight on for about 500m,

to help Isobel find the restaurant. Ask students to complete

Exercises 2 and 3. Check answers.

8 Tell students that for this exercise they are going to write the

invitation to Isobel’s party for her. Explain that they should use

the plan in their book to help them. If your class does not have

access to computers to write the invitation, you may wish to

give a template, similar to the one below, to your students.

From:

Date:

To:

Subject:

B A letter or email accepting or declining

an invitation

1–3 These exercises can be done in pairs. Ask students to

feedback as a whole class.

Focus on … explaining why you cannot do

something

Highlight that because comes before a reason. Ask students to

look at the examples in the box. Elicit how because is followed

by the present continuous (to be + verb-ing) to show that this

is a fixed arrangement. (You may want to refer students back to

Section A, Exercise 7.) Ask students to complete the exercise.

Learning tip

Ask students to think of a spelling they find difficult. Then

get them to think of a word with a similar spelling pattern, or

a picture to help them remember. Monitor this activity and

feedback the best ideas onto the board to share with the rest

of the class. Week on week, you may also want to build up a

noticeboard displaying the students’ best pictures / ideas for

remembering difficult spellings.

4–6 Ask students to complete the exercises.

Check

In pairs, ask students to swap their emails and use the Check

questions to check their partner’s email and, if necessary, suggest

improvements.

Class bonus

As this activity will involve the students moving around the

classroom it will work best with classes of up to about 15

students. For larger classes you may find it easier to divide them

into two or more groups; in which case students should only

read and respond to the emails from people in their group.

Alternatively, this activity can be done on a school’s computer

network. Students should be asked to email the other students

in their group and respond by email.

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© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit8

Having a great time…

Get ready to write

Focus on … giving your opinion

You could introduce this topic by bringing in a postcard that you

have received and elicit what it is, why it was sent and where

it came from. Ask students whether they send postcards and if

they do, who they send them to, and what they write about. The

listening exercise can be done as a whole class competition. Put

students into groups and tell them to work together and agree

one answer for each piece of music. After each piece of music,

pause the CD and write the groups’ answers on the board but

do not confirm if they are correct or not. At the end, give each

group a mark out of five.

Tell the groups to decide which place they would like to visit. Give

them two minutes to talk about it before feeding back.

Ask students to do the exercises. Check answers. You could

expand on these exercises by focusing on famous places

or people in your country and asking students to give their

opinions, e.g.

Teacher writes / says: Stonehenge is a circle of stones in England.

Student adds: It is extremely old.

Teacher writes / says: David Bowie is a musician.

Student adds: His music is very interesting.

A postcard

1–3 These exercises can be done in pairs or small groups.

After Exercise 1, to help students understand the postcard, you

may want to do some additional work identifying what or who

the pronouns refer to. Write on the board:

1 It

2 They

3 It

4 We

Ask students to find phrases in the card that these pronouns

refer to. Answers: 1 the Puck Fair; 2 friendly people (in

Killorglin); 3 the goat; 4 Sue & Pete (the writers).

NB We is often omitted. It is only used in this sentence to avoid

potential confusion with they (i.e. the friendly people already

mentioned). Ask students to complete Exercises 2 and 3. Check

answers.

Learning tip

Write these sentences on the board and ask students to shorten

them.

a) I am really looking forward to visiting the Pyramids.

b) We shopped all yesterday.

c) Last night, we saw a belly dancer at the hotel. She was great!

Learning tip

In groups, give students two minutes to come up with a

memorable sentence for one of the words necessary, friend,

science. Ask students to feedback to the class and write their

memorable sentences on the board. Take a vote on which of the

sentences for each word the class thinks is the most memorable.

5–7 These exercises can be done in pairs or individually.

Check

In pairs, ask students to swap their postcards and use the Check

questions to check their partner’s postcard and, if necessary,

suggest improvements.

Extra practice

After students have completed their postcards, ask them to swap

them. Tell them to read the new postcard and tell the person

who wrote it how much they think the writer enjoyed the holiday

(i.e. 25%, 50%, 75% or 100%).

For further class practise, encourage students to send postcards

(in English!) to the class when they go on holiday.

Answers:

a) I am Really looking forward to visiting the Pyramids.

b) We Shopped all yesterday.

c) Last night, we saw a belly dancer at the hotel. She was Great!

4 Before students look at the letter, brainstorm how the

postcard they have already looked at is different to a letter,

e.g. the postcard has no greeting, address or date, uses

shortened sentences, gives news and does not ask any

questions. Ask students to do this exercise in pairs. Get

students to feedback to the whole class and elicit why Sue

and Pete have not included the details of their journey in their

postcard (Answer: Because space is limited and it is not of

interest to the reader).

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit9

How are you?

Get ready to write

Ask students to look at the picture and feedback the answers to

the questions as a whole class activity. Ask students if they ever

travel internationally on their own and if they do, where they

stay, e.g. hotels, friends’ houses, etc. and how they keep in touch

with their friends and family.

A personal letter

You may want to refer the students to the Did you know…? box.

Brainstorm why Luis has chosen to write a letter rather than send

an email or telephone his aunt, for example, his aunt may not

have access to email or be confident about using it, or he might

not know his aunt’s email address.

1–3 These activities can be done in pairs or individually. Check

answers. See Appendix 7 on page 92 for more information

about style.

Did you know…?

Before students look at this box write these headings on the

board:

Greeting

Beginning

Ending

Saying goodbye

Ask students to find a phrase to go under each heading from the

letter on page 42. Elicit any further examples they can think of

to go under the headings before referring them to the Did you

know…? box.

Focus on… paragraphs

Ask students to complete the exercises. Check answers. For extra

practise, photocopy the text below and give each student a copy.

C/O Mr & Mrs Spencer 215 East 86th Street New York NY

10028–1208 1 August Dear Aunt Isidro Guess what? I’m

in the US! I can’t believe it…New York is wonderful and I’m

staying for a whole two weeks studying English. My host

family is great so I should improve. Sometimes they speak

very fast but most of the time I understand them. They’ve got

a son called Marcus who’s crazy! He’s 17 and is a brilliant

baseball player. He’s taught me a lot already. How are you?

How’s your job going? Do you get much free time? After the

course I plan to travel a little around the East Coast (especially

Boston). I’d love to drop in on you if you’d like me to. What

do you think? Write to me care of Mr and Mrs Spencer. Hope

to see you soon. All the best Luis

Ask students to close their books and in small groups or pairs,

ask them to copy out the letter (above) adding line breaks and

paragraphs. Remind them that the address should not all be on

one line, and that they should decide where the subject changes

in the letter to find the paragraph breaks. When students have

finished ask them to open their books and compare the layout of

their letter to the one in the book. (NB There is more than one

way to split this letter into paragraphs: different answers will lead

to a useful discussion of what makes a paragraph).

Focus on … writing addresses on envelopes

Before students do these exercises refer them back to the

envelope that Luis addressed to his aunt. Ask them to find these

things: a) the street number; b) an abbreviation for the state of

Massachusetts; c) a zip code (post code).

Ask students to do these exercises in pairs or individually.

After students have completed Exercise 3 you could give them

these famous addresses and ask them to write them like they

would on an envelope.

a) Prime Minister of the UK 10 Downing Street London

SW1A 2AA

b) Sherlock Holmes 221b Baker Street London NW1 6XE

4–5 Ask students to complete these exercises. After Exercise

5, you may want to brainstorm alternative ways of saying

goodbye in informal letters, e.g. Best wishes, Bye for now, etc.

Did you know…?

Before students look at this box, elicit how addresses are written

in your students’ country / countries. Highlight any differences

between the way students write addresses in their country /

countries and the address formats for the US and the UK.

6–8 Ask students to complete the exercises.

Check

In pairs, ask students to swap their letters and use the Check

questions to check their partner’s letter and, if necessary, suggest

improvements.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit10

Timetables

Before you start this unit it may be useful to discuss your

students’ timetable with them and what (if any) choices they

made when selecting it. Alternatively, ask if anyone has studied

in an English-speaking country and what choices they had to

make about their course, e.g. special subjects, lectures, etc.

Alternatively, you could photocopy this crossword and use it as

a warmer.

1

3

2

4

Crossword Answers:

1 Lecture

2 Teacher

3 Class

4 Subject

5 Homework

6 Test

Clues

1 A talk to a large group of students.

2 Someone who teaches.

3 A group of students.

4 A thing that you study, e.g. Maths.

5 School or college work that you do at home.

6 A class examination.

5

6

Get ready to write

When students have had a chance to look at the picture in the

book elicit what the four different people do: a) Lesley Smith

is responsible for the academic programme and what happens

in class; b) Barnie Peters is responsible for entertainment

and social activities; c) Ulrike Orback is responsible for finding

students places to live; and d) Mel Merino is responsible for

teaching her own class. Ask students to feedback who they think

Monique should talk to as a whole class activity.

A Notes about classes

The focus in this unit is on selecting and editing down

information.

1–3 Students can do these exercises in pairs or individually.

Check answers.

4–7 Students can do these exercises in pairs or individually.

Check answers. Once students have completed Exercise 7,

elicit how crossing out unimportant words (editing down

information) makes the information easier to remember.

Highlight how the most important words tend to be nouns.

8 Ask students to look at the list of lectures, elicit which ones

Monique can attend.

9 Ask students to complete Monique’s timetable. In pairs,

ask students to swap their timetables and use the Check

questions to check their partner’s timetable.

Extra practice

Emphasize that this is an imaginary school and anything is

possible! You may wish to give a template, similar to the one in

Exercise 9, to each student.

When students have completed their timetables ask them to

swap them with a partner. Ask them to decide if they would like

to attend the course outlined on the new timetable. If anything

is confusing, tell them to ask the writer for clarification. The writer

should then modify the timetable to make it easier to understand.

If your students have access to the Internet you could also ask

them to visit www.educationuk.org for links to the websites of

different language courses in the UK, and try to find a language

course with a timetable that is similar to the one they wrote.

B Notes about assignments

1 Brainstorm as a class what information Monique might want

to find out from her teacher about the test. Write students’

suggestions on the board.

2–3 Play the recording. Ask students if the teacher gives all the

information Monique needs. Play the recording again and ask

students to correct the error in Monique’s notes. Check answers.

4–6 These exercises can be done in pairs or small groups.

Students should be encouraged to guess from their previous

experience of homework and discuss their guesses. Check

answers.

7 Brainstorm as a class what questions students would want the

teacher to answer.

8 Play the recording and ask students to take notes about the

homework. Ask students to circle what the notes are about,

reminding them to look at Exercise 3 again if necessary. Get

students to underline the title of the essay.

You could extend Exercise 8 by setting your own homework

in the same way and asking students to take notes in English.

In pairs, ask students to swap their notes and use the Check

questions to check their partner’s notes and, if necessary,

suggest improvements.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit11

Wanted

Get ready to write

Take a class vote to see which bicycle students would buy, elicit

why. Ask students where they could find advertisements for

second-hand things. Brainstorm a list on the board. You may

want to extend this activity by writing this table on the board.

New

Second-hand

10 Ask students to write an advert for either the microwave or

the car share.

Check

In pairs, ask students to swap their adverts and use the Check

questions to check their partner’s advert and, if necessary,

suggest improvements.

B Short advertisements for a notice board

Put students into pairs or small groups. Ask them to decide

which of these items they would buy new or second-hand: a

book, a car, clothes, a computer, a watch. After a few minutes,

feedback as a whole class and add the items to the table on the

board. (NB Answers will vary but students will probably not want

to buy second hand clothes or computers.)

Throughout this part of the unit emphasize that the main

difference between these adverts and those that appear on an

intranet is that these are much shorter.

A Short advertisements for an intranet

5 As a class, think about how to turn Ian’s sentences into notes.

Write students suggestions on the board.

You may want to elicit where students could see these adverts

(refer them to the Did you know…? box to help them). Elicit

how there are two different types of adverts: The first advert

deals with something that is for sale, the other two adverts deal

with things people want.

1–3 These exercises can be done in pairs or individually. Check

answers. When students have completed Exercise 3, highlight

that the reader asks themselves questions when reading

the advert, e.g. Who should I contact? The writer anticipates

these questions and provides the information that the reader

needs. Use this opportunity to practise question formation.

Ask students to look at Exercise 3 again and write the readers’

question for each piece of information.

Answers:

a) Who should I contact?

b) How much does it cost?

c) Is there any extra information?

d) How do I contact the person?

e) What is it?

4–7 These exercises deal with items for sale. Students can do

these exercises in pairs or individually. Check answers.

8–9 These exercises deal with things people want. Students can

do these exercises in pairs or individually.

1–4 Students can do these exercises in pairs or individually.

Check answers as a class for Exercises 1 and 2. Next, get

students to look at the Law book for sale advert on page 54,

to see if they got their abbreviations right in Exercise 3.

6–8 Ask students to complete the exercises. Check answers for

Exercises 6 and 7.

9 Ask students to rewrite their advert from Section A, making it

shorter and turning sentences into notes.

Check

In pairs, ask students to swap their adverts and use the Check

questions to check their partner’s advert and, if necessary,

suggest improvements.

Class bonus

If you have a class of more than 14 students you may want to

divide it into two groups and tell students to only look at the

adverts produced by their group. At the close of this activity

you will need to display the adverts around the room. Make

sure there is enough space for students to move around to

read them. When students have had enough time to read all

the adverts ask them to stand next to the advert for the item

that they most want to buy. You can extend this activity by

getting them to role play the telephone conversations or email

exchanges involved in completing the sale.

Learning tip

Draw the table below on the board (do not write the words

in italics) and ask students to complete it. Students may need

dictionaries to complete this exercise.

Adjective:

electric

Verb:

To electrify something

Thing:

electricity

Person:

an electrician

You may also want to note the change in stressed syllables:

electric, electrify, electricity, electrician.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit12

At the library

Get ready to write

You could bring into class a selection of books in English. Put

students into groups, and give each group three or four books to

look at. Ask students to discuss the Get ready to write questions

for each book. As a whole class answer the same questions for

Why does a ball bounce? Finally, ask students how they choose

a book to read.

Book reviews

1–3 These exercises can be done in pairs or individually.

Feedback as a whole class. Highlight how the first part of both

fiction and non-fiction reviews focuses on factual information

rather than opinion.

4–5 Exercise 4 can be done in pairs but students should work

on their own for Exercise 5. When you feedback, highlight

how the final part of both fiction and non-fiction reviews

focuses on the reviewer’s opinion of the book rather than

factual information.

9 This exercise can be done in pairs or individually.

10 Emphasize that students can use the sentences from Focus

on… linking to help them write the review. Ask them to

complete the exercise.

Check

In pairs, ask students to swap their reviews and use the Check

questions to check their partner’s review and, if necessary,

suggest improvements.

Class bonus

This does not have to be done all in one go. To allow for

different writing speeds it may be better to allow students more

time. If you collect in the lists of books after Part 2, Part 3 can be

set as homework. Return the lists of books to the same groups

at the beginning of the next lesson and they can then complete

parts 4 and 5.

6–7 These exercises can be done in pairs or individually. After

students have done Exercise 7, you may want to brainstorm

other fiction books that students know, that fit into any of the

categories. Try to elicit the author and title of the book.

Focus on … linking

Ask students to close their books. Copy the illustration onto the

board. Ask students what the word and does? (Answer: It links

sentences.) Copy the three examples of Okay English onto the

board and ask students to improve them in pairs. After two

minutes ask them to open their books and check their ideas

against the book. Ask students to complete the exercises. Check

answers.

8 This exercise can be done in pairs or individually.

Learning tip

Ask students to add commas and full stops to this text for extra

practise:

Pride and Prejudice by Jane Austen is a romantic novel that

is set in the 19th century it is a story about Elizabeth Bennet’s

search for love and happiness the other main character in

the book is Mr Darcy who is both proud and rich I love Pride

and Prejudice because Elizabeth is an interesting strong and

appealing character if you like classic romance books you will

like this book too

Answer:

Pride and Prejudice by Jane Austen is a romantic novel that is

set in the 19th century. It is a story about Elizabeth Bennet’s

search for love and happiness. The other main character in

the book is Mr Darcy who is both proud and rich. I love Pride

and Prejudice because Elizabeth is an interesting, strong and

appealing character. If you like classic romance books you will

like this book too.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit13

No time!

Get ready to write

Ask students to do the first exercise in pairs or small groups and

explain their choice. Play the recording and ask students to do

the last two exercises in their pairs or groups. Feedback as a

whole class.

Brainstorm different types of insurance, for example, car, health,

life, holiday, etc. and the benefits of each, for example:

Car insurance

The insurance company pays for your car to

be repaired if you are in an accident.

Holiday

insurance

The insurance company pays for the cost of

your holiday if it is cancelled.

Health

insurance

The insurance company pays the cost of

hospital treatment

Life

insurance

The insurance company pays money to your

relatives if you die.

A Notes for important conversations

1–3 Put students into groups of three or four and ask them to

complete Exercises 1, 2 and 3.

4 Ask students to complete the exercise. As an alternative to

Exercise 4, write the words below on the board in a random

order.

I

work

very

hard

I

sell

more

insurance

than

anybody

in

the

company

I’m

very

polite

and

I’m

never

late

All

my

workmates

like

me

In groups, tell students to arrange the words so that they make

the four sentences about Ravi. Next, tell them that they are

going to make the notes easier to remember. Ask them in their

groups to look at each sentence and agree which words are

unimportant and remove them. Feedback as a whole class.

5–6 Students can do these exercises in pairs or individually.

7–8 Ask students to complete the exercises.

B Notes on appointments

Explain that this part of the unit deals with appointment diaries

/ personal organizers that record your plans for the future (not

diaries / memoirs that record things you have already done).

Before Exercise 1, ask one of your students what they have to

do tomorrow and write the details on the board. Use these notes

throughout the lesson as an ongoing example.

2–3 Put students in pairs or small groups. Emphasize that

they should discuss their answers and give reasons for their

choices. Feedback as a class.

4–5 Ask students to do the exercises.

Extra practice

After listening, in pairs, ask students to combine the information

they have noted before they look at the audioscript.

More activities

For further practise, ask students to imagine that they

are business people and that they must complete

their appointment diaries for next week. To create their

appointment diary, they should divide a page into five

sections, one for each day (Monday to Friday) and head

each section with a different day. Remind students to

choose an appropriate length of time for each meeting.

They should include in their diary the times and details of

these prearranged appointments:

• 10 meetings with named customers (students must

make up the names).

• Daily team meetings (either at the beginning, middle or

end of the day).

• Time reserved for paperwork.

• Time for lunch.

When they have completed their diaries, explain that

they are going to phone other people and try to arrange

meetings with them at convenient times next week.

Emphasize that they cannot meet more than one person

at the same time. Tell students to stand back to back with

another student and imagine they are phoning them. They

must arrange a meeting but they must not look at the other

person’s diary.

Example exchange:

A: Hello. This is (student’s name).

B: Hello, there.

A: I need to meet with you to discuss new products

sometime next week.

B: What about meeting on Monday at 9.30?

A: I’m sorry. That won’t work. I’m meeting Mr Smith at 10.00

on Monday. Can you make it in the afternoon?

B: Yes, that’ll be fine. How about 1.00?

Tell students to add the new appointment to their diaries

and then find another student to make an appointment

with. Continue until each student has made at least three

new appointments.

1 Ask students to do the exercise. Next refer them to the notes

you have written on the board and brainstorm which activities

the student should include in their diary.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit14

Out of the office

Get ready to write

If necessary, play the message twice. Then feedback the answer

as a whole class. Ask the class to look at the pictures and answer

the questions as a whole class. If your class includes students

who have jobs, ask them Who does your work when you are

away? Are there a lot of messages that you have to answer

when you return?

A Out of the office message

1–4 These exercises can be done in pairs or individually.

Focus on … from + until, for

Ask students to complete the exercises. Check answers. For

homework ask students to research a famous person. You may

want to brainstorm a list of famous people onto the board

for students to choose from. Tell them they must try to find a

fact about that person’s life that few people know and write

two sentences using from + until and to. Suggest they use an

encyclopedia, go to the library or surf the Internet. (You could

direct them to www.biography.com.) Get students to read out

their sentences to the rest of the class during the next lesson.

5–6 These exercises can be done in pairs or individually.

Check

In pairs, ask students to swap their auto-reply messages and use

the Check questions to check their partner’s message and, if

necessary, suggest improvements.

B A telephone message

To introduce this topic you may want to talk about what

information students write down in their own language when

they take phone messages.

Write on the board Shona’s notes from Exercise 1. Explain that

Shona wrote these notes for herself: she did not think anyone

else would read them. As a whole class discuss these questions:

a) Can you understand these notes?

Answer: Not very easily.

b) What does the writer want someone to do?

Answer: Phone Mrs Rosen.

c) What would make these notes easier to understand?

Answer: The writer should write in full sentences.

1 Play the recording and ask students to complete the exercise.

2–3 Students can do these exercises in pairs or individually.

Focus on … words that people often

misspell, mistype or get confused

Ask students to complete the exercises. Check answers. If you do

not use one already, this is a good point at which to introduce

a simple correction code. You can use the code on students’

written work to help them identify their own errors and correct

their work. You can underline the errors and then put the code

either directly above the error or in the margin.

Correction Code

Code Type of Error

Sp

spelling

Vb

verb form or tense

N

plural

WO word order

Gr

grammar

P

punctuation or

capital letter

/

cut

^

word missing

Example of error

1. I have too sisters.

2. He work in Tokyo.

3. I have two child.

4. Is very exciting my job.

5. I enjoy to dance.

Correction

……………

……………

……………

……………

……………

6. He works in a School. ……………

7. I come from in Turkey. ……………

8. I want ^ learn English. ……………

Ideas for introducing the code

Put students into pairs. Give the information in the table above

to students, and in their pairs tell them to write the corrections.

Feedback as a whole class.

Answers:

I have two sisters.

He works in Tokyo.

I have two children.

My job is very exciting.

I enjoy dancing.

He works in a school.

I come from Turkey.

I want to learn English.

In pairs, ask each student to copy out a different short text from

their course book and add five deliberate errors. Tell them to swap

their text with their partner, identify the five errors and use the

correction code to annotate them. When the students have had

enough time, ask them to check their answers with their partner.

4–5 Play the recording. These exercises can be done in pairs or

individually. Feedback as a whole class.

6–9 These exercises can be done in pairs or individually.

Check

In pairs, ask students to swap their telephone messages and

use the Check questions to check their partner’s message and, if

necessary, suggest improvements.

Class bonus

Put students into pairs and sit them back to back. Tell them they

are going to pretend to have a telephone conversation. Divide

each pair into Student A and Student B. Direct them to the

instructions in the book for Exercise 1. When students have had

enough time, tell Student B to check the message they have

written with their partner. For Exercise 3, explain that Student A

now works for Soloto and must answer the telephone. Follow

the same procedure as for Exercises 1–2.

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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit15

Can you help me?

Get ready to write

Discuss these questions as a whole class. Ask students what they

think Pete should do about his problem.

An informal request

Students may not understand the differences between emails

and memos, so you may want to refer them to the Did you

know…? box on page 71, before they look at the examples.

1–2 Ask students to complete the exercises. Check answers.

Before students complete Exercises 3–7, tell students that

the difference between when you can ask someone to do

something and when you can tell them to do it is culturally

determined and, if got wrong, can cause non-native speakers

to appear abrupt. Demonstrate the difference between asking

and telling people to do things. Explain that you are going to say

the same thing in different ways. Ask students to guess which is

stronger.

Say to one student: Can you open the window?

Say to another: Open the door.

Explain that a question is always weaker than a command.

Draw 6 lines on the board: - - - - - Ask what six letter word can make questions and commands

more polite. If students do not immediately give the answer,

encourage them to call out letters in a game of hangman

(answer: please).

More activities

For more practise using full stops, question marks and

exclamation marks, write the sentences below on the

board. Put students into pairs and ask them to choose

a punctuation mark (? ! or .) for each sentence. When

they have completed the exercise, give each pair a set of

punctuation cards like the ones below. Ask the class to

hold up the correct punctuation card when you read each

sentence. Alternatively, you can ask them in pairs to write

their own statements, exclamations and questions and test

the rest of the class in the same way.

a) How are you

b) We’re having a great time in Greece

c) Have you ever visited Delphi

d) It’s thousands of years old and quite interesting

e)The weather’s wonderful

f) We’ve had clear blue skies ever since we arrived

g) Tomorrow, we fly home

Punctuation cards

?

.

!

3–7 These exercises can be done in pairs or individually. Check

answers.

Focus on… full stops (.), question marks (?)

and exclamation marks (!)

Students will probably have encountered these punctuation

marks before. However, many students over-use exclamation

marks. To highlight this, you could ask them to do an

exclamation mark hunt in a recent piece of written work. Before

they complete the Focus on … exercises, ask students to search

through one of their own pieces of writing and circle all the

exclamation marks. Next work through the Focus on … exercises

with your class. Then ask them to look at their piece of written

work again. Ask them to check if any of the exclamation marks

that they circled should be changed to full stops.

8 Ask students to complete the exercise. After checking

answers, emphasize that the information asked for in

questions c–e should be included in all requests.

9 Ask students to write the email.

Check

In pairs, ask students to swap their emails and use the Check

questions to check their partner’s message and, if necessary,

suggest improvements.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit16

I would be grateful if …

Get ready to write

Focus on… I, you, she, he, it, they

Tell students to look at the picture and answer these questions:

What is the problem? What should the company do about it?

Elicit the vocabulary the ceiling and the difference between a

ceiling and a roof, to leak, and to get something repaired / fixed.

Ask students to read the email and answer the questions in

pairs. Feedback as a whole class.

Elicit how this is a friendly and informal email: There is no

opening formula, i.e. Dear Sara, it uses contractions, i.e. Roof's,

You'll, it has a PS.

Ask students to complete the exercises. Check answers. For extra

practise, ask students to copy out a short text from their course

book. Tell them to add five pronoun mistakes as they copy the

text. Ask them to swap texts with another student and correct the

one they receive.

A formal request

1–4 These exercises can be done in pairs or individually. For

Exercises 3–4 ask students to feedback how this email is

different to the one in Get ready to write, for example, it uses

Clive Allen’s title (Mr), an opening formula and more polite

and formal language. Explain that Exercise 3 shows more

formal equivalents of informal words and phrases.

Learning tip

For extra practise on formal and informal style it may be useful

to draw this table on the board (without the answers in italics).

Brainstorm the answers and add them to the table.

Friendly and informal style

Who?

People you know well.

Why?

To show closeness /

friendliness.

Where?

Personal email, letters, etc.

More polite and formal style

Who?

Strangers and people you do

not know well.

Why?

To show distance / respect.

Where?

Business email, letters, etc.

11 Before students do this exercise, pre-teach the word unit.

As a whole class, brainstorm the answer to Exercise 11

(answer: Li wants Jo to email Mr Takemoto and ask for a

price).

12–13 These exercises can be done in pairs or individually.

Emphasize that the grammar, spelling and punctuation are

okay in the informal email but the style is not appropriate

and needs to be corrected.

Check

In pairs, ask students to swap their emails and use the Check

questions to check their partner’s message and, if necessary,

suggest improvements.

Class bonus

This exercise encourages self-correction and reinforces the work

students did in Exercise 13. It focuses on correcting for style

rather than grammar, spelling or punctuation. It can be extended

into an email exchange. Students can swap the finished emails

and write a reply to confirm the order.

Refer students to Appendix 7 on page 92. It may be useful to

talk about the circumstances in which students use a more

formal style in their own language, and compare them to when a

more formal style is used in English, i.e. to strangers and people

who you do not know well.

5–10 These exercises can be done in pairs or individually.

Check answers.

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit1

Buy it online

Get ready to write

Do these activities as whole class or small group discussions.

Ask students to decide what kind of person would like to receive

each of the presents (e.g. young, old; adventurous, quiet etc).

More activities

Tell students that there are some irregular plurals that do

not follow any spelling rules. Put the following activity on the

board and ask students to complete the plurals in pairs.

Completing an online order form

…ren

1 Tell students that Proceed to checkout is a very common

online expression.

a)

b)

c)

d)

e)

f)

2 After this exercise, you may want to elicit the noun form (i.e.

confirmation) and draw attention to the stress shift.

Verb:

To confirm something.

Noun: A confirmation

Can you confirm your

credit card number?

We didn’t receive

confirmation by email.

You may also want to talk about the difference between

creating an account, or registering, for the first time (which Aiko

is doing) and logging on (i.e. just entering your password).

3 Students can do this exercise in pairs.

4 Before students do this exercise, elicit the difference between

surface mail (i.e. mail that is taken overland) and airmail (i.e.

mail that is taken by plane).

5 You could revise numbers quickly at this stage by asking

students to tell their partner their phone numbers or house

numbers (invented if they prefer).

…eet

a man

a woman

a person

a foot

a tooth

a child

…eople

…en

…eeth

…en

some men

some wom……...

some p…….……

two f ………..….

some t ……..……

some child………

Answers: b women, c people, d feet, e teeth, f children

Extra practice

This could be done as a pair work activity. Put students in

pairs and give them the web addresses of an online gift store.

Students must visit the website and tell their partner about a

present they would like to buy. Students discuss whether it’s a

good choice or not and then complete the online forms. NB:

MAKE SURE STUDENTS DO NOT USE REAL CREDIT CARD

DETAILS.

If you do not have access to computers, you could bring in paper

catalogues for the students to choose gifts from. Students could

complete the order forms in the catalogues in pairs.

Did you know …?

Highlight the differences between the three countries (Italy,

Japan and the UK) by drawing attention to the Did you know?

box. Elicit how addresses are written differently in your students’

country/countries.

6–10

These can be done in pairs or individually.

Focus on … spelling plurals

Ask students to complete these exercises. Elicit the rules for

spelling plurals, i.e:

a Most countable nouns are made plural by adding …..

b When a countable noun ends in s, ch, sh, x, z or o add ……

to make it plural.

c When a countable noun ends in a consonant + y, change y

to…………… + es to make it plural.

You may want to extend this to cover other plurals.

d When a countable noun ends in fe, change fe to……………

to make it plural.

Answers: a s, b es, c i, d ve

11–12 Ask the students to swap their books and use the Check

questions to check each other’s work and then feedback to

each other.

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© Cambridge University Press 2008

Real Writing 2 by Graham Palmer Teacher’s notes

Unit2

Book it online

Get ready to write

These exercises can be done in pairs or as a whole class activity.

The second exercise reinforces the Learning tip on page 17

about predicting information on forms. During feedback, elicit

the differences between to depart/leave from a place, to go to

a destination and to return to a place. Explain that a round-trip is

to go to a place and then return home.

Completing online booking forms

1–4 These can be done in pairs or individually.

5 Before students do this exercise elicit what the triangular

warning symbol means (i.e. Soren has made a mistake

on the form). After students have completed this exercise,

feedback as a whole class and elicit the meaning of the error

messages, i.e.

1 Soren has typed a date that has already gone.

2 Soren hasn’t typed the first letter of his first name.

3 Soren must tick the box to show that says he agrees with

the rules of the website/online store.

4 Soren’s email address is wrong. (He forgot the 5).

1 Complete these rules.

a) We only say arrive……… a country, city or town.

b) We say arrive………any other place e.g. airport or hotel.

c) We use depart………a place in formal situations.

d) We use ……… a place in other situations.

Louise went to live in Nepal in 2003. She didn’t come

back to this country until 2005. She says she may go

back to Nepal next year for a short holiday to see her

friends.

Answers: a in, b at, c from, d leave.

2 Complete these rules.

a) To………to a place means to move here (where you

are now).

b) To………back to a place means to return here (where

you are now).

c) To………to a place means to move to another place

(not here).

d) To………back to a place means to return to another

place (not here).

6–10 These can be done in pairs or individually.

Answers: a come, b come, c go, d go.

11 This contains quite a lot of difficult vocabulary. Before they

attempt this exercise, ask students to work in small groups

and look up in dictionaries or elicit from context the meaning

of these words: capacity, automatic transmission, satellite

navigation, infant seat. Feedback as a whole class.

3 Are these sentences correct (✓) or incorrect (✗)?

Ask students to swap their books and use the Check

questions to check each other’s work and then feedback to

each other.

Class bonus

a) The train arrives in Madrid at 8.45.

b) All excursions depart outside the hotel.

c) My parents left from London in 1999 and moved to

Oxford.

d) We should arrive the airport early.

e) I love to sit in my garden when I come after a holiday.

Answers: a ✓, b ✗ depart from, c ✗ left London, d ✗ arrive at,

e ✗ come back.

This search activity is just for fun as you will not have time to

check the itineraries. Tell students to write down the details of

each connecting flight to complete the itinerary.

More activities

Put these activities on the board for students to look at the

language of arrivals and departures.

a) Flight X8976 departs from London at 08.20 and arrives in

Toronto at 11.30.

b) Soren arrived at the airport to check in two hours before

his flight left.

c) Soren: I left Sweden on 13 September and travelled to

London.

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit3

Complete this, please!

Get ready to write

If your students have travelled to different countries, elicit a list of

the documents they needed (e.g. passports, visas etc) and how

they got them. You may want to highlight the shift in stress in

these words: to apply for something / an application form.

Ask students to do the second exercise in groups and feedback

as a whole class.

Completing travel forms

1 Elicit what the form is for (i.e. it is a visa waiver form that you

can complete if you don’t need a visa). After students have

completed Exercise 1, highlight the difference between a

permanent and a temporary address.

2 After students have completed Exercise 2, you may want to

elicit/give other similar wording that can appear on forms e.g.

Official/Staff use only.

3–6 These can be done in pairs or individually.

7 In small groups, ask students to use the vocabulary from this

exercise to describe different people in their own families to

the other members of the group.

Ask students to use dictionaries and look back through the

forms in Units 1–3 to group the words that frequently collocate:

degree, mailing, term dates, shipping, departure, expiry, tutor’s

name, expiration, billing.

Answers:

1 University degree/term dates/tutor’s name

2 departure/expiry/expiration date

3 mailing/shipping/billing address

Focus on … spelling /ei/

For further practice, dictate or write this exercise on the board:

Use /ei/ words to complete these sentences.

a) – What’s your n

, please?

– It’s Peter.

b) Texas is my favourite s

in America.

c) The plane’s t

was painted in the colours of the

national flag.

d) The hijacker was sent to j

for 20 years.

e) The steward gave my son a toy to p

with.

f) You must go this w

to get to your departure gate.

Answers: a) name b) state c) tail d) jail e) play f) way

8 Students could make a list in pairs or small groups.

More activities

Did you know …?

Elicit other examples of American and British English from

students, e.g. lift/elevator, biscuit/cookie, pavement/sidewalk.

If possible, bring in some real travel forms for students to

practise completing.

9 Explain that the difference between these two telephone

numbers is similar to the difference between a temporary and

permanent address.

Focus on … If…, tick here []

If you are teaching in an English speaking country you could

bring in other forms. In groups, give each group a selection of

forms and ask the students to find examples of If…, tick here on

the forms. Feedback onto the board and brainstorm what each

one means and whether the students would tick the box or not.

10 You may want students to do this in pairs as the If…,

statements are quite challenging.

Learning tip

Write these boxes on the board:

1

2

3

University

degree

date

address

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit4

I’ll be arriving on Friday

Get ready to write

If your students have access to the internet you could set this as

homework prior to the lesson: Find out why Stratford-upon-Avon

and Pamukkale are famous. Feedback as a class and ask which

place your students would like to visit, and why.

As a whole class, elicit the types of room you get in a hotel i.e.

single, double, twin, family, en suite etc. In groups, ask them

to make a list of questions they would want to ask about the

Falstaff hotel before deciding if they want to stay there.

A Enquiring about accommodation

1–5 These can be done in pairs or individually. You may want

to discuss how web pages and brochures are a form of

advertising and will always present a hotel in a positive way.

Ask students to work in groups and write a list of things the

web page does not say (e.g. it doesn’t say how close the

hotel is to the hot springs).

6 Ask the students to swap their emails and use the Check

questions to check each other’s work and then feedback to

each other.

Extra practice

If your students don’t have access to the internet bring in a

selection of holiday brochures and ask them to select hotels

from those.

Class bonus

You could extend this role play into a mini project over more

than one lesson.

• In groups, ask students to research a particular resort and

create a brochure for their perfect small hotel (with no more

than eight guest rooms).

• Display the completed brochures round the room.

• Ask students to choose one hotel they would like to stay

in (not the one they created!) and write enquiring about

accommodation next week.

• Give the letters of enquiry to the groups that created each

hotel and ask them to reply. (After students have done part B

of this unit, you could ask the guests to write confirming that

they want the room. Hotels can only accept guests until they

are full. The winners are the hotels that fill up first!).

B Confirming accommodation

Before students look at the letter draw this table on the board.

Explain it is the price list for the Falstaff Hotel.

Falstaff Hotel room prices

Type of room

Tariff

Deposit

Single

£40 / night

£20

Double

£50 per person /

night

£40

Ask:

• How much does a single room cost for one night? (Answer:

£40)

• How much do I need to pay to reserve a single room?

(Answer: £20)

• How much does a double room cost for two people for one

night? (Answer: £100)

• How much do I need to pay to reserve a single room?

(Answer: £40)

Elicit the meaning of deposit and tariff.

1–3 Ask students to do these exercises in pairs. Encourage

students to guess from gist the meaning of the new

vocabulary in the email.

4–6 These can be done individually or in pairs.

7 Students can choose whether to write a letter or an email.

Ask students to swap their letters and use the Check

questions to check each other’s work and then feedback to

each other.

Focus on … as/since and so (linking

reasons and results)

To introduce this, write on the board:

Reason: The hotel is busy at Christmas.

Result: You should book soon.

As the hotel is busy at Christmas, you should book early.

Ask: What word shows there is a link between the result

(what you should do) and the reason (why you should do it)?

(Answer: As).

Also highlight the position of the comma.

Elicit how the atmosphere and communications of a small hotel

may be more friendly and informal.

The two exercises can be done individually or in pairs.

Did you know …?

You could extend this by asking students to use a dictionary to

find words from other languages that are used in English (e.g.

kebab, carnival etc).

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© Cambridge University Press 2008

Real Writing 2 by Graham Palmer Teacher’s notes

Unit5

Don’t forget to feed the fish!

Get ready to write

Class bonus

As part of these exercises, you could do a class survey of how

often people cook their own meals, buy takeaways, eat readymeals and go to restaurants.

This can be done as a whole class mingle activity. Give each of

the post-it notes a number and display them on the walls of the

classroom. In pairs, ask the students to read all the notes and

make a list of the machines the notes have fallen off. Encourage

the students to talk to their partners about why they think each

post-it note is about a particular machine. At the feedback stage,

if it becomes apparent that any particular notes have confused

the students, it may be worthwhile looking at them more closely.

Write those notes on the board and elicit how they could be

made clearer.

Instructions

1–4 These can be done in pairs or individually.

Focus on … sequences

Ask students to look at the message on page 26 again and circle

the sequencers. Many students will already be aware of these

sequences but less confident of when to use before and after.

Highlight that …before… is in the PS. Elicit how it comes at the

end of the sequence and contains information that the writer forgot

to put in the sequence. Students could do Exercise 4 in pairs.

5–6 Refer students to the Focus on sequences before they do

these exercises.

7 Refer students to the instructions they wrote in Exercise 5.

Ask students to swap their messages and use the Check

questions to check each other’s work and then feedback to

each other.

Learning tip

In pairs, ask the students to think of a more complicated task

that they have done (e.g. changing a wheel on a car). Ask them

to write instructions for someone who hasn’t done that task

before. Remind them to use numbered bullet points if there are

more than four or five steps.

NB Because of the open-ended nature of this activity, the

vocabulary that students will need is not predictable. Encourage

them either to ask you for the words they need or use bilingual

dictionaries.

Focus on … linking similar things (and,

also, too / as well, as well as)

Emphasize that, although many students will have already come

across these linkers, this exercise focuses on their positioning (an

area that students find difficult). As homework, you may want

to ask the students to look through pieces they have written

previously to find and correct any linking errors (using and, also,

too / as well, as well as).

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit6

how r u?

Get ready to write

B IM / instant messaging

As an alternative warmer, draw a smiley emoticon on the

board: :-)

Ask: What is it? Where would you see it? As a whole class elicit

other emoticons that your students use.

To introduce this part of the unit, elicit if any of the students use

IM, who they communicate with using IM, how it is different

from texting (See Exercise 1), and what kind of language they

use in IM (i.e. informal).

A SMS / text messages

1–2 Ask students to do these exercises in pairs. As a follow up,

ask the students in groups to brainstorm the reply/response

they would give if someone said:

1–4 Ask students to look at these questions in pairs or small

groups. Check the answers before students move on to the

Plan section.

5–6 Ask students to check their answers in pairs before doing

class feedback.

7–10 Ask students if they have seen or used these

abbreviations before. Do they know any other ones?

11 Ask students to do this exercise in pairs. Which pair can

make Artash’s message the shortest?

12 Students could then write Artash’s reply to Natasha.

Focus on … editing for essential

information

Before students look at these exercises, write this message on

the board:

It’s a beautiful day, I’m not doing anything and I was wondering

if you want to go out. Text me if you do …, it’ll make me even

happier.

Explain that the writer has included information that is not

essential to the reader.

Ask:

What does the writer want to do?

When?

What should the reader do next?

Ask individual students to come up to the board and cross out

one non-essential word. Continue until you have the phrase

Want to go out?

a) Good morning!

(Possible answer: Good morning.)

b) How are you?

(Possible answer: Fine, thanks)

c) What’s the matter?

(Possible answer: My cat’s died!)

d) I’m really upset!

(Possible answer: I’m sorry to hear

that. What’s happened?)

3 When students have completed this exercise, highlight

the difference in meaning between these two potentially

confusing phrases:

What’s up?

(Meaning: What’s the matter?)

What are you up to?

(Meaning: What are you doing?)

4 Ask students to compare their answers in pairs before getting

class feedback.

Class bonus

If your students do not have access to IM, this can be done

using a single piece of paper per pair of students on a computer

and word processing programme. The important thing is that

students should work in silence in pairs. They can watch what

is being written or typed by the other student in the pair as this

directly simulates what they would see on the screen in an IM

exchange.

Extra practice

Ask if students know any other emoticons. Invite them to draw

these on the board.

More activities

In groups of three:

• Ask students to write a standard English message (an

invitation).

• Tell the students to pass their message to the student on

their left in their group.

• Tell them to shorten the new message into text language

and pass it to the student on their left.

• Tell them to write a reply to the new message in text

language and pass it to the person on the left (i.e. the

person who wrote the original message).

• Ask them to read the reply to their original message and

see if it makes sense!

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit7

Missing you

Get ready to write

Extra practice

Elicit a list of festivals that are celebrated in your students’

country/countries and complete the exercises as a whole class.

If students come from the same country, get them to discuss the

most popular festival.

The context of this activity is quite complicated. Elicit questions

that students could ask Suzie in their letter, and brainstorm

local museums that they could write about. Students could also

research a local museum on the Internet.

A personal letter

Focus on … apostrophes 2

1–2 After students have done these exercises, briefly elicit how

Leszek uses friendly and informal Engllish which is similar to

spoken English (i.e. it uses contractions, ellipsis and everyday

English e.g. catch up with things.)

When students have done both Focus on apostrophes, write the

first two paragraphs of Leszek’s letter on the board with all the

apostrophes removed:

Did you know …?

Emphasise that although people are writing fewer personal

letters these days, the expressions and structures learnt in this

unit are also relevant to email. Ask students whether they prefer

to write letters or emails.

3–9 Ask students to do these exercises in pairs or small groups,

then check answers with the whole class.

Focus on … apostrophes 1

Highlight the addition of an o when contracting will not: won’t

(Not willn’t).

Write this text onto the board. Ask students to come up one at a

time and add an apostrophe in the correct place. As they do this,

elicit the long form of the contracted words.

Sundays my birthday, I dont know what my wifes going to buy

me for a present. She wont tell me! It was the same last year …

she wouldnt tell me then. Shes going shopping tomorrow. I cant

wait to look in her bag when she isnt looking.

Answer: Sunday’s my birthday. I don’t know what my wife’s

going to buy me for a present. She won’t tell me! It was the

same last year … she wouldn’t tell me then. She’s going

shopping tomorrow. I can’t wait to look in her bag when she isn’t

looking.

Im sorry that I havent written recently. Ive been very busy.

Anyway, I thought Id send you a quick note to catch up with

things.

Did I tell you that I started a new job in January? Im now an

assistant in a small boutique in the city centre. Its not very

interesting, but the moneys quite good and the customers are

friendly. My sisters office is nearby and sometimes we meet up

for lunch. Do you remember, she’s an accountant?

Books closed, in pairs, ask the students to identify where the

apostrophes are missing and replace them.

More activities

Encourage students to find, and write to, someone in an

English-speaking country. There are many websites which can

arrange this. Students can correspond by IM, email or letter.

10 If you are teaching a multilingual group, students can

compare answers with their partner.

11 Students can do these exercises in pairs or small groups.

12–13 Make explicit how the structure of the Peter’s letter in

exercise 12 relates to earlier exercises i.e.

12a-b (refer students to exercise 2)

12c (refer students to exercises 10 –11)

12d-e (refer students to exercises 6–8)

12f-g (refer students to exercise 9)

12h (refer students to exercise 3)

12i (refer students to exercise 2)

Ask students to swap their letters and use the Check

questions to check each other’s work and then feedback to

each other.

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit8

Jo’s Blogs

Get ready to write

Class bonus

Before you do this exercise, elicit a list of places you can visit in

a day from your city or area (e.g. historic sites, theme parks etc).

Elicit which places members of your class have visited, which they

liked and which they disliked. If there is one place that divides

opinion, write it on the board and write the positive points (pros)

and negative points (cons) of visiting that place.

If you have access to computers you may want to do this as a

simulation. You can do this simply by setting up a document

template on the computers for students to type into:

My Blog

Thoughts

A A personal blog

Posted by

1 Ask students to work with a partner to find the answers.

Encourage them to read the blog quickly by setting a short

time limit, e.g. five minutes. If, after reading the blog, students

are still unclear about what a blog is, refer them to the Did

You Know? box on page 39.

Comment 1

2–3 These exercises deal with anticipating who the reader will

be. To reinforce this, you may want to ask how many students

keep a personal diary, what type of things they write about in

it and whether they allow other people to read it. Elicit how

what they write about will be different if they know other

people will read their diary.

Posted by

You will need to group the students so that the whole class can

work on computers at the same time (depending on the size

of the class and the number of computers you have, students

can do this exercise on their own, in pairs or in groups). First tell

the students to write their thought on one computer. Next, ask

them to move to the next computer and add a comment on the

previous student(s)’ thoughts and so on.

Focus on … blog headings

If you have access to the Internet, you could supplement this

exercise by copying five headings from blogs and asking students

to assess whether they make the reader want to read on. This

can be done in pairs or small groups.

4–5 Students can discuss their experiences in small groups

before starting to write.

6 When students have finished writing, ask them to swap their

blogs and use the Check questions to check each other’s

work and then feedback to each other.

B Adding comments to a blog

1 Elicit how this type of blog deals with opinion (rather than just

telling people what you have done).

2 When students feedback, ask them to explain why they chose

their answers.

3 You may want to refer students to Appendix 6 (Think about

style) for other ways of expressing agreement, uncertainty

and disagreement.

4-6 Students can check their answers in pairs or work together

on these exercises.

7 In groups, ask students to discuss whether they agree

or disagree with Jo’s thoughts. Encourage them to use

expressions from Exercise 6 and explain why they agree or

disagree. Feedback as a whole class.

8 You could make this a competitive activity by setting a short

time limit for this exercise. The fastest person or pair to finish

it correctly wins.

9–10 Students can discuss their ideas in pairs or small groups.

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© Cambridge University Press 2008

Real Writing 2 by Graham Palmer Teacher’s notes

Unit9

What can I do?

Get ready to write

B Completing feedback forms

If you school or college has a study centre or library, you could

introduce this topic by making a list of what you can do there.

Ask the students to imagine they are new students and don’t

know about the study centre or library. Elicit what information

they need to find out. As students feedback, write their questions

in note form on the board e.g. Opening times?

In small groups, ask the students to write a list of things that

make a good school or college (i.e. good teachers, interesting

lessons, good facilities etc). Feedback as a whole class and

elicit how schools and colleges know what their students think

about their courses (e.g. through informal feedback to teachers,

feedback forms etc). If your school or college has a feedback

form it might be worthwhile looking at it together.

A Taking notes about study arrangements

1–2 Students can do these exercises in small groups.

1–6 These exercises can be done in pairs or individually.

7 After students have done this exercise, ask them to swap their

notes and use the Check questions to check each other’s

work and then feedback to each other.

Extra practice

If you have already covered this as a warm-up activity for this

unit, you could do the following exercise instead:

– Elicit what is important for a venue for a business meeting or

conference, i.e. modern facilities, good communications, easy

to get to, refreshments etc.

– Split the class into two groups. Ask students where they could

hold a large business meeting or conference in your town and

what facilities the venue has available to them. Alternatively, if

you have access to the Internet students may be able to find

this information on the web.

Learning tip

To reinforce the idea of ranking and grading you could give your

students some evaluation/customer satisfaction forms written in

their own language. In groups, ask them to find questions that

rank things and questions that grade things.

3–6 If students struggle with this, write the name of a popular

product on the board. Write a positive point and ask a student

to come up and counter it by writing a negative point on the

board. Ask another student to write a positive point, and so on.

7 Students can compare answers in pairs.

– After a few minutes, ask students to write (in note form)

three questions they want to find out about the other groups’

venue.

– Ask the groups to split into pairs (each pair must have one

student from each group). Tell them to explain the facilities

at their venue. Their partner should take notes and at the

end try to write one question that the other student did not

answer.

Focus on … linking positive and negative

comments

Elicit how the first part of the sentence is positive and the

second part is negative in the examples below:

1 The study centre is useful but the computers are a bit slow.

2 The study centre is useful. However, the computers are a bit

slow.

3 The study centre is useful, even if / although the

computers are a bit slow.

Elicit how in this example the first part of the sentence is

negative and the second part is positive:

4 Even if / Although the computers are a bit slow, the study

centre is useful.

Emphasize the position of commas in examples 2 and 4 and

that However always starts a sentence.

PHOTOCOPIABLE

© Cambridge University Press 2008

Unit1

At a hotel

Ask students about their experiences of staying in hotels. Write

on the board: What is important about a hotel for you? Ask

students to rank these statements (i.e. 1 = most important,

5 = not important):

R: Thank you. That’s all fine. We’ll send you confirmation by post.

G: Thank you. Goodbye.

R: Bye.

Focus on … capital letters

It is comfortable. It is clean. It is cheap.

It is in a good location / place. The staff are friendly.

Put students into pairs and ask them to compare their answers.

Feedback as a whole class.

Get ready to write

• Ask the class to look at the picture. Ask students, where

is Xiaoping? What is he doing? Elicit hotel vocabulary, for

example, to arrive, a guest etc. and write it on the board.

• Tell students that Xiaoping wants to stay in a small hotel.

Ask students what questions the receptionist might ask him,

for example, would you like a single or double room? Write

suggestions on the board. Ask students which room they

think he wants and why.

Completing hotel forms

1 Ask students to look at the form and do the exercise in pairs.

2–4 Ask students to do the exercises. Check answers.

Focus on … the alphabet

You may want to remind students of the pronunciation of the

letters of the alphabet by brainstorming this chart on the board.

/ei/

/i /

/e/

/ai/

/au/

/u /

/a /

ahjk

bcdegp

t z (USA)

flmnr

x z (UK)

iy

o

qw

r

Play the recording and ask students to complete the exercises.

5–7 Get students to do the exercises.

Get students to do the exercises. Check answers. Then dictate

the text below to students. Check they have used capital letters

correctly.

I would like to say what a wonderful time I had at your Rome

hotel. I stayed from Monday 21 March to 28 March. I especially

want to thank the manager Marco Andretti. He helped me to

arrange a very special celebration for my wife’s birthday.

8 Ask students to complete the registration form.

9 Tell students to use the information from the card to

complete the payment information part of the form.

Check

In pairs, ask students to swap their books and use the Check

questions to check each other’s work and, if necessary, suggest

improvements.

Extra practice

Get students to visit a hotel website and download an enquiry

form. Alternatively photocopy the form below. Get students to

complete the form.

Castle View Guest House

16 High Street, Conwy, North Wales, LL32 86NN, UK

Phone: +44(0)1492 591001 Fax: +44(0)1492 591002

Email: castleview@wales.com

Booking Form

Please use BLOCK CAPITALS.

Full name:

Address:

Class bonus

For weaker students you may want to supply possible questions

for the receptionist and responses for the guest. Alternatively, use

the model dialogue below (R = Receptionist G = Guest):

R: Hello. The George Guest House. How can I help you?

G: Oh, hello. I’d like to make a reservation.

R: Fine. Can I take your name please?

G: …………

R: And your address?

G: …………

R: And the telephone number?

G: …………

R: What type of room would you like and when do you want it?

Guest: …………

R: Okay. That will be a total of $150.00. How will you be

paying?

G: …………

Post code:

Tel no:

Number of guests:

Type of room single / double / twin / family

Age of children:

Date of arrival:

Date of departure:

Method of payment Mastercard

Visa

Credit Card No.

Expiry Date:

Delete as appropriate

Cheque

Tick

Signature

PHOTOCOPIABLE

© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit2

Post

Get ready to write

Put students in pairs for the listening activity, play the recording

and ask students to briefly discuss the questions. Check the

answers as a whole class.

Write Post (USA: Mail) in the middle of the board as the central

word for a spidergram. Ask students for key vocabulary about

post, e.g. sign for something, etc. and write this on the board.

Brainstorm other types of postal services that your students may

use, e.g. parcel post, airmail, etc. For example:

airmail

parcel post

Post

(USA: Mail)

Item

next day delivery

Refer students to the Did you know…? box on page 15 for more

ideas and ask them to write the names of these services in their

own language.

Completing post office forms

1–3 Students can do these exercises in pairs or individually.

Check answers.

4 Ask students to do the exercise. While students are completing

the exercise write the following information on the board:

DC 20500 NW1 6XE London

1600 Pennsylvania Avenue 221b Baker Street

i) President of USA, ……………,

ii) Sherlock Holmes, ……………,

Role cards

Student A

Part 1: You are the customer.

a) You want to send a watch to a friend. Talk to the post

office worker and complete the table below with the weight

and cost.

b) You want to send a vase to your aunt. Talk to the post

office worker and complete the table below with the weight

and cost.

……………,

……………,

Washington

……………

……………

Ask students to complete these famous addresses with

information from the box. (You can also add to the box the

address of someone famous in your country, and add their

name as question iii. This will highlight any differences in the

ordering of addresses that you may have in your country.)

Focus on … weight / Focus … on money

Ask students to complete the exercises, playing the recordings

where indicated. Check answers. For extra practise with writing down

weights and values, put students in pairs. Then tell each pair that one

student is Student A and the other is B. Give them a copy of the role

cards and sample dialogue. Check that students understand their

role cards and explain that this role play is in two parts. Ask them to

role play Part 1 and check their answers before role playing Part 2.

Dialogue

Customer: Hello. I’d like to send a parcel. It’s a name of

object.

(Customer gives the item to the post office worker.)

Post office worker: Thank you. I’ll need to weigh it for you.

That’s (weight) kilos, so that’ll cost (money).

Customer: Here you are.

(Customer pays the post office worker.)

Postal office worker: Thank you.

Customer: Thank you. Bye.

Weight

Cost

A watch

A vase

Part 2: You are the post office worker.

a) The cooking pot weighs 5 kg. It costs £18.00 to post it.

b) The computer game weighs 0.3 kg. It costs £4.35 to post it.

Student B

Part 1: You are the post office worker.

a) The watch weighs 0.1 kg. It costs £2.15 to post it.

b) The vase weighs 1.2 kg. It costs £10.50 to post it.

Part 2: You are the customer.

a) You want to send a cooking pot to your brother. Talk to

the post office worker and complete the table below with

the weight and cost.

b) You want to send a computer game to a friend. Talk to

the post office worker and complete the table below with

the weight and cost.

Item

Weight

Cost

A cooking pot

A computer game

5–9 Students can do these exercises in pairs or individually.

Check answers. Note that a commercial sample, is an

example of a company’s work, i.e. a printed t-shirt, that the

company gives you for free to encourage you to buy more.

10 Ask students to complete the form.

Learning tip

Put students into small groups and give them three minutes

to find as many double letter words as they can in a dictionary.

They must be words that they understand. At the end feedback

all the words they found onto the board.

Tell students that they are going to group the words with a

similar meaning. Ask one student at a time to come up to

the board, rub out a word and then rewrite it next to a similar

word, e.g. address + street. After most of the words have been

grouped, rub out those that do not fit into any group. Give the

class a group of no more than ten words to learn in this way for

homework. Test them in the next lesson!

PHOTOCOPIABLE

© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit3

At the bank

Get ready to write

Before students do this exercise, you can introduce the topic

by emptying out your wallet and eliciting the vocabulary for the

different types of money that you carry, e.g. coins, notes / bills,

credit cards, cash / debit cards, etc. Ask if people have bank

accounts and what they were asked by the bank when they

opened them.

Write these jumbled questions on the board:

1) email address / your / what’s / ?

(What’s your email address?)

2) born / when / you / were / ?

(When were you born?)

3) phone number / what’s / your / ?

(What’s your phone number?)

4) you / are / married / ?

(Are you married?)

5) come / where / you / do / from / ?

(Where do you come from?)

Ask students to unjumble the questions. Then in pairs, get them

to ask and answer the questions they have written.

In pairs, ask students to discuss and complete the exercises.

When students have put the questions into the different

categories in the table, e.g. Employment information, Contact

information, etc. brainstorm other questions that might be

asked in each section of the form, for example, your nationality,

employer’s name, etc.

Completing bank forms

1–4 These exercises can be done in pairs. Encourage students

not to worry about unfamiliar vocabulary and to guess the

meaning of words they are unsure of from the context. After

a few minutes ask students to compare their answers in small

groups and then ask them to feedback their answers onto

the board. Deal with any vocabulary that students are still

uncertain of, e.g. widowed, tenant, mortgage, etc.

5 This exercise can be done in pairs.

Did you know … ?

Before students look at this, refer students to question 1 of the

form and elicit why John Davidson has ticked the box marked

Other. Ask students to look at the information in Did you know …?

For extra practise with forms that ask you to make a choice, copy

these questions onto the board and ask students to complete

them.

First language (tick one):

Japanese

French

Portuguese

Mandarin

Other (please specify)…….

Favourite sport (tick one):

None

Football

Basketball

Tennis

Other

(please specify)……

Favourite pet (tick one):

No pet

Dog

Cat

Rabbit

Other (please

specify)…….

Ask the class to feedback their answers, write them on the board

and work out the class’s top three sports and pets.

6 Ask students to complete the exercise in pairs or individually.

You may want to highlight any changes in stress and drill the

stress patterns:

Britain / British

China / Chinese

Russia / Russian

Turkey / Turkish Japan / Japanese

Mexico / Mexican

You may also want to add the nationality / nationalities of

your own students to the exercise.

7 This exercise can be done in pairs. Check answers.

Focus on … email addresses

Ask students to complete the exercises, playing the recordings

where indicated, then put them in small groups. Ask them

to each dictate their email address and then check that the

others in the group have written it down correctly. Monitor the

exercise, and if people have written anything incorrectly suggest

remedial strategies to the speaker, e.g. speaking slower and

using pauses.

Alternatively, ask each student to write down five email

addresses (they can make them up if they can not remember

real addresses). Put the students in pairs and ask them to dictate

the addresses to their partner and then check that their partner

has written them down correctly.

8 Ask students to complete the application form in sections

a–d and then use the Check questions to check their work.

Next put them into groups of three and get them to swap

their books with another group. Explain that the bank has a

platinum account which only the best customers can open.

Tell them they must read the forms from the other group and

choose one person who they will offer the platinum account

to. When they have decided, they should explain to the other

group why they have chosen that person, e.g. they have lots

of savings, they deposit lots of money in their bank account

each month.

More activities

Vocabulary Practice: For extra practise of vocabulary from

this unit, copy these anagrams and explanations onto the

board and ask students to unscramble them. Do not write

the answers (in brackets)!

VASSING = Money you have in a bank (SAVINGS)

TRERNUC SREADDS = Where you live now (CURRENT

ADDRESS)

MENARUS = Your last name (SURNAME)

YEELMORP = The company you work for (EMPLOYER)

MEEFLA = Not a man or boy (FEMALE)

NOWER = Someone who owns something (OWNER)

COUNTAC = You have one of these at a bank (ACCOUNT)

TREN = Money that you pay to a person who owns your

home (RENT)

PHOTOCOPIABLE

© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit4

My name’s …

Get ready to write

Focus on … sentences

Ask students what is happening in the pictures and if they have

ever been involved in an exchange programme. Ask students

how they felt before they went and what they knew about the

host family before they arrived.

Ask students to do the exercises. As a class brainstorm what

information the guest and host should share with each other

about themselves before they meet.

You may want to explain that when we read aloud a full stop is

a longer pause (a place to breathe). We normally take breaths

between logical chunks. Reading their own writing aloud can

sometimes help students find where sentence breaks should go.

Ask students to do the exercises. Check answers.

You could extend this activity by dividing the class in half.

Give the two groups different paragraphs to copy out from a

coursebook. Tell them not to include full stops and to change

all the capital letters at the beginning of sentences into small

letters. When they have done this, put students into pairs: one

student from each group. Ask them to swap their hand written

paragraphs and correct the paragraph they are given. After a few

minutes, ask them to check their corrected paragraph against the

original in the coursebook.

An email introducing yourself

1 Students can do this exercise in pairs or individually.

2 Students can do this exercise in pairs or individually. When

students have completed the exercise, ask them to look at the

email and find the expression to look forward to something,

e.g. to anticipate something. Highlight how the phrase is fixed

and always has an object (something). Ask students to think

about what they are going to do over the next 12 months.

Brainstorm what things they are looking forward to, e.g.

holidays, and what they are not looking forward to, e.g. exams.

Did you know…?

After students have done Exercise 1, brainstorm a list of six

famous people and write the names on the board. Alternatively,

use these:

Gloria Estefan (female Cuban / American singer)

Umberto Eco (male Italian writer)

Nelson Mandella (male South African politician)

Ichiyo Higuchi (female Japanese writer)

Andy Warhol (male American artist)

Tell students they have one minute to write these people’s

names in two different ways, e.g. Ms Gloria Estefan / Ms G

Estefan, then check their answers. Ask students to do Exercise 2.

Check answers.

3 Students can do this exercise in pairs or individually.

4–6 Ask students to complete the exercises. For Exercise 6,

you may want to highlight these fixed prepositions: in English

you always go to a place or event and listen to music. When

students have completed Exercise 6, you could ask them to

find other students in the class who like doing similar things.

Alternatively, ask students to call out their favourite hobby,

take a class vote and see which hobby is the most popular.

7–9 Students can do these exercises in pairs or individually.

Check answers.

Check

Highlight how the check questions follow the same logic as the

Learning tip. Students should check for meaning, i.e. that Lukas

has all the information he needs, before checking the grammar.

Extra practice

Before students complete the form, brainstorm what should be

written in each space. Ask students to complete the form.

Class bonus

You can extend this activity by giving each of the emails a

number before they are displayed. Tell students they have five

minutes to read as many emails as possible and write down

who they think they are from. After five minutes of looking at the

displayed emails, put students into groups of three or more and

tell them to compare their answers and add any that the other

members of the group may have. Then ask students to feedback

their answers to the whole class. The group with the highest

number of correct answers is the winner.

PHOTOCOPIABLE

© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit5

Back at 6.00

Get ready to write

B Adding notes to a calendar

Tell students to look at the picture of the family but cover up

the text. In pairs, tell them they have one minute to guess how

the people are related (i.e. brother, mother, etc.) and what their

hobbies are. Then ask them to read the text to see if they were

correct and do the exercise. Ask students to feedback their

answers to the class.

As an introduction to this part of the unit, ask students whether

they use a calendar or diary at home. Feedback onto the board

what type of things students write on their calendars and in

their diaries, e.g. birthdays, important events, things that have

changed, etc.

A Leaving messages

2 Students can do this exercise individually or in pairs.

Introduce Section A by asking students these questions: When

was the last time you left a message? Who was it to? What was

it about? Why didn't you speak to the person? Was it long or

short? Why?

You could also write on the board a typical message that

might be left in your house. This will give you the opportunity

to highlight any differences there may be between the way

messages are written in English and your students’ own

language. It would also be useful to refer students to the

Learning tip.

3 Ask students to do Exercise 3a, then play the recording

as many times as they need (as you would if it was an

answering maching message!) and get students to complete

Exercise 3b. Check answers.

1–2 Students can do these exercises in pairs or individually.

Check answers.

3 Highlight the types of words that are generally omitted from

notes, i.e. do, subject pronouns, auxiliary verbs and nonessential prepositions. Ask students to complete the exercise.

4 Before students do this exercise, you may want to do some

work on prepositions of time, e.g. before, after, at. Ask

students to read the messages on page 26 and circle before,

after and at. Elicit how at can refer to location (At the pool)

or time (Back at 6.00). Ask students to look at Message a and

answer these questions: Will Malcolm be at home before

6.00? (No); Will Malcolm be at home at 6.00? (Yes); Will

Malcolm be at home after 6.00? (Yes, unless he goes out

again!). Put students into small groups. Ask each student to

think of one activity they do every Saturday or Sunday, e.g. go

shopping. Ask them to tell the group the activity but not the

time they do it. The other students in the group must find

out the time by asking questions using before, after or at, e.g.

Do you go shopping before 1.00? The student should only

answer Yes or No. Ask students to complete the exercise.

Check answers.

After Exercise 4 write these sentences on the board for

students to shorten.

a) I’ll see you on Monday.

(Answer: See you Monday.)

b) There’s choir practice tomorrow. (Answer: Choir practice

tomorrow.)

c) Are you coming?

(Answer: Coming?)

d) I’m at Chris’s house.

(Answer: At Chris’s house.)

5 Students can do this exercise in pairs or individually. Check

answers.

1 Ask students to complete this exercise. Feedback as a class.

4 Students can do this exercise individually or in pairs. After

students have completed Exercise 4, highlight how the

important information answers three different questions:

Who? Where? and When? Explain that later they will add

notes to the calendar about the party. Ask them: What other

information will you need to add? i.e. the answer to What? A

party.

5 Students can do this exercise individually or in pairs. Check

answers.

6 Ask students to complete the exercise. Extend Exercise 6 by

putting students into pairs and giving Student A in each pair a

role card.

Student A

You are the choir director. Phone Helen and leave a message

on the answer machine. Explain that the choir practice on

March 12 has been changed to March 9.

Explain that student A must use information from the role card

and pretend that they are leaving a message on the answer

machine. Student B cannot ask any questions but can ask

Student A to repeat / replay the message. Student B should then

change the calendar by adding or deleting information given by

student A.

Give student B this role card:

Student B

You are the Judo teacher. Phone Robbie and leave a message

on the answer machine. Explain that there will be no Judo on

March 6.

Tell students to repeat the exercise, this time with student B

leaving the message.

When both students have changed the calendar they should

check the corrections with the Check questions.

6–7 Students can do these exercises in pairs or individually.

They can use the expressions from Exercise 4 to help them.

Check answers.

PHOTOCOPIABLE

© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit6

Congratulations!

Get ready to write

B Thank you letters

You could introduce this topic by bringing in a card that you

received and elicit what it is, why it was sent and whether the

occasion was happy or sad. Draw a happy ☺ or sad face

on the board to reinforce this. Elicit the different occasions that

students send cards in their countries, e.g. New Year, Ramadan,

baptisms, bar mitzvah’s, etc. and what they normally write inside,

for example, who the card is to, a small message and their name.

Ask the students to complete the exercise. If you are teaching

a multilingual class, put them into groups. Ask them to discuss

when they send cards.

When the students are looking at the illustrations encourage

them to guess the meaning of new vocabulary, e.g.

congratulations.

Before students do Exercises 1–3 you may want to remind them

of the context. Ask them to look at the picture of the birthday

party and elicit or give the vocabulary, to pull a funny face and

a video camera. Give students one minute to read the thank

you letter and decide which person in the picture is Stefano.

Feedback as a whole class.

A Messages in cards

1 Before students do Exercise 1, draw their attention to the

faces you drew earlier on the board. Explain that they must

do the same on the messages. Ask students to complete the

exercise.

2 Before students complete the exercise, write these phrases

on the board:

Best wishes …

Good luck …

Ask students to find the prepositions that follow each

expression in their book, i.e. Best wishes on / for, Good luck

with / in. As you feedback as a whole class, highlight how

these expressions are fixed and do not change. Ask students

to complete the exercise. Check answers.

3–4 Students can do these exercises individually or in pairs.

Check answers.

Check

In pairs, ask students to swap their cards and use the Check

questions to check their partner’s card and, if necessary, suggest

improvements.

1–3 These exercises can be done in pairs or individually. After

students have completed Exercise 3, you may want to

hightlight the position of the date on the page, the opening

/ closing remarks, i.e. Dear Grandma / Lots of love, the

main text and Stefano’s signature.

4–5 Students can do these exercises individually or in pairs.

Check answers.

6 Ask students to complete the exercise. After students

have completed the exercise you may want to reinforce

the grammar by highlighting how the simple past, present

continuous and going to future are constructed.

7–10 Ask students to complete the exercises. To extend these

exercises ask students to write 2–3 more sentences using

some of the adjectives from Exercise 4 to describe the

presents in Exercise 7, e.g. The chocolates were really tasty.

11 Ask students to write a letter for the present they chose in

Exercise 7. If necessary, remind students of the layout of

letters, e.g. position of the date, how to open / close the

letter.

Check

In pairs, ask students to swap their letters and use the Check

questions to check their partner’s letter and, if necessary, suggest

improvements.

Extra practice

In groups of three or four, ask students to read the letters that

the other members of the group have written, and decide as a

group which present (out of the three or four) they would most

like to have received.

More activities

If you have access to the Internet, you could direct your

students to an ecards website and ask them to research

how many times the different fixed expressions are used in

a particular type of card, e.g. a birthday or get well card.

More activities

If you have access to the Internet, you could direct your

students in pairs to an online gift store and ask them to

choose a present for their partner. Afterwards, their partner

should write them a thank you letter.

PHOTOCOPIABLE

© Cambridge University Press 2008

Real Writing 1 by Graham Palmer Teacher’s notes

Unit7

Let’s party!

Get ready to write

Extra Practice

As a whole class, brainstorm some interesting places where

students would like to have a party, e.g. a zoo, a football stadium,

a stately home / mansion, a museum, a park and a church.

Ask students to discuss the questions in pairs. After two minutes,

ask them to join together with another pair to compare their

thoughts.

Ask students to write the invitation. Alternatively, photocopy a

map of your local area. Give one copy to each student and ask

them each to choose a location for the restaurant. Then get them

to write an email inviting their friends to the restaurant, giving

them directions. Ask students to swap their email with another

student. Tell students to read the email and mark the location of

the restaurant with an X on the map. Next, tell them to swap the

emails back and check that the other student has marked the

restaurant in the correct place. If the X is in the wrong place, ask

students to rewrite the directions to make them clearer.

A An invitation

Before students look at the example you could brainstorm what

information must be included in an invitation, for example, what

the event is, who it is for, when it is and where it is.

1–3 These exercises can be done in pairs. Ask students to feedback

to the class. Tell students that the, who, what, where, when and

why questions in the exercises are important as invitations are

incomplete without the answers to these questions.

Did you know…?

You may wish to highlight that these abbreviations can be used

with or without full stops (i.e. ASAP or A.S.A.P.). Also highlight that

RSVP is used on its own but ASAP is used as part of a sentence.

4–6 Ask students to do the exercises. Check answers.

7 Ask students to complete the exercise. Then reinforce the

grammar by highlighting how the present continuous is

constructed and how it is used to describe arrangements for

the future.

Focus on … directions

These exercises can be done in pairs. Ask students to complete

Exercise 1.

For Exercise 2, brainstorm what additional information Isobel

needs to give to make her directions clear. Remind students how

Stef, in his email, refers to nearby important buildings, e.g. the

Post Office and distances, e.g. go straight on for about 500m,

to help Isobel find the restaurant. Ask students to complete

Exercises 2 and 3. Check answers.

8 Tell students that for this exercise they are going to write the

invitation to Isobel’s party for her. Explain that they should use

the plan in their book to help them. If your class does not have

access to computers to write the invitation, you may wish to

give a template, similar to the one below, to your students.

From:

Date:

To:

Subject:

B A letter or email accepting or declining

an invitation

1–3 These exercises can be done in pairs. Ask students to

feedback as a whole class.

Focus on … explaining why you cannot do

something

Highlight that because comes before a reason. Ask students to

look at the examples in the box. Elicit how because is followed

by the present continuous (to be + verb-ing) to show that this

is a fixed arrangement. (You may want to refer students back to

Section A, Exercise 7.) Ask students to complete the exercise.

Learning tip

Ask students to think of a spelling they find difficult. Then

get them to think of a word with a similar spelling pattern, or

a picture to help them remember. Monitor this activity and

feedback the best ideas onto the board to share with the rest

of the class. Week on week, you may also want to build up a

noticeboard displaying the students’ best pictures / ideas for

remembering difficult spellings.

4–6 Ask students to complete the exercises.

Check

In pairs, ask students to swap their emails and use the Check

questions to check their partner’s email and, if necessary, suggest

improvements.

Class bonus

As this activity will involve the students moving around the

classroom it will work best with classes of up to about 15

students. For larger classes you may find it easier to divide them

into two or more groups; in which case students should only

read and respond to the emails from people in their group.

Alternatively, this activity can be done on a school’s computer

network. Students should be asked to email the other students

in their group and respond by email.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit8

Having a great time…

Get ready to write

Focus on … giving your opinion

You could introduce this topic by bringing in a postcard that you

have received and elicit what it is, why it was sent and where

it came from. Ask students whether they send postcards and if

they do, who they send them to, and what they write about. The

listening exercise can be done as a whole class competition. Put

students into groups and tell them to work together and agree

one answer for each piece of music. After each piece of music,

pause the CD and write the groups’ answers on the board but

do not confirm if they are correct or not. At the end, give each

group a mark out of five.

Tell the groups to decide which place they would like to visit. Give

them two minutes to talk about it before feeding back.

Ask students to do the exercises. Check answers. You could

expand on these exercises by focusing on famous places

or people in your country and asking students to give their

opinions, e.g.

Teacher writes / says: Stonehenge is a circle of stones in England.

Student adds: It is extremely old.

Teacher writes / says: David Bowie is a musician.

Student adds: His music is very interesting.

A postcard

1–3 These exercises can be done in pairs or small groups.

After Exercise 1, to help students understand the postcard, you

may want to do some additional work identifying what or who

the pronouns refer to. Write on the board:

1 It

2 They

3 It

4 We

Ask students to find phrases in the card that these pronouns

refer to. Answers: 1 the Puck Fair; 2 friendly people (in

Killorglin); 3 the goat; 4 Sue & Pete (the writers).

NB We is often omitted. It is only used in this sentence to avoid

potential confusion with they (i.e. the friendly people already

mentioned). Ask students to complete Exercises 2 and 3. Check

answers.

Learning tip

Write these sentences on the board and ask students to shorten

them.

a) I am really looking forward to visiting the Pyramids.

b) We shopped all yesterday.

c) Last night, we saw a belly dancer at the hotel. She was great!

Learning tip

In groups, give students two minutes to come up with a

memorable sentence for one of the words necessary, friend,

science. Ask students to feedback to the class and write their

memorable sentences on the board. Take a vote on which of the

sentences for each word the class thinks is the most memorable.

5–7 These exercises can be done in pairs or individually.

Check

In pairs, ask students to swap their postcards and use the Check

questions to check their partner’s postcard and, if necessary,

suggest improvements.

Extra practice

After students have completed their postcards, ask them to swap

them. Tell them to read the new postcard and tell the person

who wrote it how much they think the writer enjoyed the holiday

(i.e. 25%, 50%, 75% or 100%).

For further class practise, encourage students to send postcards

(in English!) to the class when they go on holiday.

Answers:

a) I am Really looking forward to visiting the Pyramids.

b) We Shopped all yesterday.

c) Last night, we saw a belly dancer at the hotel. She was Great!

4 Before students look at the letter, brainstorm how the

postcard they have already looked at is different to a letter,

e.g. the postcard has no greeting, address or date, uses

shortened sentences, gives news and does not ask any

questions. Ask students to do this exercise in pairs. Get

students to feedback to the whole class and elicit why Sue

and Pete have not included the details of their journey in their

postcard (Answer: Because space is limited and it is not of

interest to the reader).

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit9

How are you?

Get ready to write

Ask students to look at the picture and feedback the answers to

the questions as a whole class activity. Ask students if they ever

travel internationally on their own and if they do, where they

stay, e.g. hotels, friends’ houses, etc. and how they keep in touch

with their friends and family.

A personal letter

You may want to refer the students to the Did you know…? box.

Brainstorm why Luis has chosen to write a letter rather than send

an email or telephone his aunt, for example, his aunt may not

have access to email or be confident about using it, or he might

not know his aunt’s email address.

1–3 These activities can be done in pairs or individually. Check

answers. See Appendix 7 on page 92 for more information

about style.

Did you know…?

Before students look at this box write these headings on the

board:

Greeting

Beginning

Ending

Saying goodbye

Ask students to find a phrase to go under each heading from the

letter on page 42. Elicit any further examples they can think of

to go under the headings before referring them to the Did you

know…? box.

Focus on… paragraphs

Ask students to complete the exercises. Check answers. For extra

practise, photocopy the text below and give each student a copy.

C/O Mr & Mrs Spencer 215 East 86th Street New York NY

10028–1208 1 August Dear Aunt Isidro Guess what? I’m

in the US! I can’t believe it…New York is wonderful and I’m

staying for a whole two weeks studying English. My host

family is great so I should improve. Sometimes they speak

very fast but most of the time I understand them. They’ve got

a son called Marcus who’s crazy! He’s 17 and is a brilliant

baseball player. He’s taught me a lot already. How are you?

How’s your job going? Do you get much free time? After the

course I plan to travel a little around the East Coast (especially

Boston). I’d love to drop in on you if you’d like me to. What

do you think? Write to me care of Mr and Mrs Spencer. Hope

to see you soon. All the best Luis

Ask students to close their books and in small groups or pairs,

ask them to copy out the letter (above) adding line breaks and

paragraphs. Remind them that the address should not all be on

one line, and that they should decide where the subject changes

in the letter to find the paragraph breaks. When students have

finished ask them to open their books and compare the layout of

their letter to the one in the book. (NB There is more than one

way to split this letter into paragraphs: different answers will lead

to a useful discussion of what makes a paragraph).

Focus on … writing addresses on envelopes

Before students do these exercises refer them back to the

envelope that Luis addressed to his aunt. Ask them to find these

things: a) the street number; b) an abbreviation for the state of

Massachusetts; c) a zip code (post code).

Ask students to do these exercises in pairs or individually.

After students have completed Exercise 3 you could give them

these famous addresses and ask them to write them like they

would on an envelope.

a) Prime Minister of the UK 10 Downing Street London

SW1A 2AA

b) Sherlock Holmes 221b Baker Street London NW1 6XE

4–5 Ask students to complete these exercises. After Exercise

5, you may want to brainstorm alternative ways of saying

goodbye in informal letters, e.g. Best wishes, Bye for now, etc.

Did you know…?

Before students look at this box, elicit how addresses are written

in your students’ country / countries. Highlight any differences

between the way students write addresses in their country /

countries and the address formats for the US and the UK.

6–8 Ask students to complete the exercises.

Check

In pairs, ask students to swap their letters and use the Check

questions to check their partner’s letter and, if necessary, suggest

improvements.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit10

Timetables

Before you start this unit it may be useful to discuss your

students’ timetable with them and what (if any) choices they

made when selecting it. Alternatively, ask if anyone has studied

in an English-speaking country and what choices they had to

make about their course, e.g. special subjects, lectures, etc.

Alternatively, you could photocopy this crossword and use it as

a warmer.

1

3

2

4

Crossword Answers:

1 Lecture

2 Teacher

3 Class

4 Subject

5 Homework

6 Test

Clues

1 A talk to a large group of students.

2 Someone who teaches.

3 A group of students.

4 A thing that you study, e.g. Maths.

5 School or college work that you do at home.

6 A class examination.

5

6

Get ready to write

When students have had a chance to look at the picture in the

book elicit what the four different people do: a) Lesley Smith

is responsible for the academic programme and what happens

in class; b) Barnie Peters is responsible for entertainment

and social activities; c) Ulrike Orback is responsible for finding

students places to live; and d) Mel Merino is responsible for

teaching her own class. Ask students to feedback who they think

Monique should talk to as a whole class activity.

A Notes about classes

The focus in this unit is on selecting and editing down

information.

1–3 Students can do these exercises in pairs or individually.

Check answers.

4–7 Students can do these exercises in pairs or individually.

Check answers. Once students have completed Exercise 7,

elicit how crossing out unimportant words (editing down

information) makes the information easier to remember.

Highlight how the most important words tend to be nouns.

8 Ask students to look at the list of lectures, elicit which ones

Monique can attend.

9 Ask students to complete Monique’s timetable. In pairs,

ask students to swap their timetables and use the Check

questions to check their partner’s timetable.

Extra practice

Emphasize that this is an imaginary school and anything is

possible! You may wish to give a template, similar to the one in

Exercise 9, to each student.

When students have completed their timetables ask them to

swap them with a partner. Ask them to decide if they would like

to attend the course outlined on the new timetable. If anything

is confusing, tell them to ask the writer for clarification. The writer

should then modify the timetable to make it easier to understand.

If your students have access to the Internet you could also ask

them to visit www.educationuk.org for links to the websites of

different language courses in the UK, and try to find a language

course with a timetable that is similar to the one they wrote.

B Notes about assignments

1 Brainstorm as a class what information Monique might want

to find out from her teacher about the test. Write students’

suggestions on the board.

2–3 Play the recording. Ask students if the teacher gives all the

information Monique needs. Play the recording again and ask

students to correct the error in Monique’s notes. Check answers.

4–6 These exercises can be done in pairs or small groups.

Students should be encouraged to guess from their previous

experience of homework and discuss their guesses. Check

answers.

7 Brainstorm as a class what questions students would want the

teacher to answer.

8 Play the recording and ask students to take notes about the

homework. Ask students to circle what the notes are about,

reminding them to look at Exercise 3 again if necessary. Get

students to underline the title of the essay.

You could extend Exercise 8 by setting your own homework

in the same way and asking students to take notes in English.

In pairs, ask students to swap their notes and use the Check

questions to check their partner’s notes and, if necessary,

suggest improvements.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit11

Wanted

Get ready to write

Take a class vote to see which bicycle students would buy, elicit

why. Ask students where they could find advertisements for

second-hand things. Brainstorm a list on the board. You may

want to extend this activity by writing this table on the board.

New

Second-hand

10 Ask students to write an advert for either the microwave or

the car share.

Check

In pairs, ask students to swap their adverts and use the Check

questions to check their partner’s advert and, if necessary,

suggest improvements.

B Short advertisements for a notice board

Put students into pairs or small groups. Ask them to decide

which of these items they would buy new or second-hand: a

book, a car, clothes, a computer, a watch. After a few minutes,

feedback as a whole class and add the items to the table on the

board. (NB Answers will vary but students will probably not want

to buy second hand clothes or computers.)

Throughout this part of the unit emphasize that the main

difference between these adverts and those that appear on an

intranet is that these are much shorter.

A Short advertisements for an intranet

5 As a class, think about how to turn Ian’s sentences into notes.

Write students suggestions on the board.

You may want to elicit where students could see these adverts

(refer them to the Did you know…? box to help them). Elicit

how there are two different types of adverts: The first advert

deals with something that is for sale, the other two adverts deal

with things people want.

1–3 These exercises can be done in pairs or individually. Check

answers. When students have completed Exercise 3, highlight

that the reader asks themselves questions when reading

the advert, e.g. Who should I contact? The writer anticipates

these questions and provides the information that the reader

needs. Use this opportunity to practise question formation.

Ask students to look at Exercise 3 again and write the readers’

question for each piece of information.

Answers:

a) Who should I contact?

b) How much does it cost?

c) Is there any extra information?

d) How do I contact the person?

e) What is it?

4–7 These exercises deal with items for sale. Students can do

these exercises in pairs or individually. Check answers.

8–9 These exercises deal with things people want. Students can

do these exercises in pairs or individually.

1–4 Students can do these exercises in pairs or individually.

Check answers as a class for Exercises 1 and 2. Next, get

students to look at the Law book for sale advert on page 54,

to see if they got their abbreviations right in Exercise 3.

6–8 Ask students to complete the exercises. Check answers for

Exercises 6 and 7.

9 Ask students to rewrite their advert from Section A, making it

shorter and turning sentences into notes.

Check

In pairs, ask students to swap their adverts and use the Check

questions to check their partner’s advert and, if necessary,

suggest improvements.

Class bonus

If you have a class of more than 14 students you may want to

divide it into two groups and tell students to only look at the

adverts produced by their group. At the close of this activity

you will need to display the adverts around the room. Make

sure there is enough space for students to move around to

read them. When students have had enough time to read all

the adverts ask them to stand next to the advert for the item

that they most want to buy. You can extend this activity by

getting them to role play the telephone conversations or email

exchanges involved in completing the sale.

Learning tip

Draw the table below on the board (do not write the words

in italics) and ask students to complete it. Students may need

dictionaries to complete this exercise.

Adjective:

electric

Verb:

To electrify something

Thing:

electricity

Person:

an electrician

You may also want to note the change in stressed syllables:

electric, electrify, electricity, electrician.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit12

At the library

Get ready to write

You could bring into class a selection of books in English. Put

students into groups, and give each group three or four books to

look at. Ask students to discuss the Get ready to write questions

for each book. As a whole class answer the same questions for

Why does a ball bounce? Finally, ask students how they choose

a book to read.

Book reviews

1–3 These exercises can be done in pairs or individually.

Feedback as a whole class. Highlight how the first part of both

fiction and non-fiction reviews focuses on factual information

rather than opinion.

4–5 Exercise 4 can be done in pairs but students should work

on their own for Exercise 5. When you feedback, highlight

how the final part of both fiction and non-fiction reviews

focuses on the reviewer’s opinion of the book rather than

factual information.

9 This exercise can be done in pairs or individually.

10 Emphasize that students can use the sentences from Focus

on… linking to help them write the review. Ask them to

complete the exercise.

Check

In pairs, ask students to swap their reviews and use the Check

questions to check their partner’s review and, if necessary,

suggest improvements.

Class bonus

This does not have to be done all in one go. To allow for

different writing speeds it may be better to allow students more

time. If you collect in the lists of books after Part 2, Part 3 can be

set as homework. Return the lists of books to the same groups

at the beginning of the next lesson and they can then complete

parts 4 and 5.

6–7 These exercises can be done in pairs or individually. After

students have done Exercise 7, you may want to brainstorm

other fiction books that students know, that fit into any of the

categories. Try to elicit the author and title of the book.

Focus on … linking

Ask students to close their books. Copy the illustration onto the

board. Ask students what the word and does? (Answer: It links

sentences.) Copy the three examples of Okay English onto the

board and ask students to improve them in pairs. After two

minutes ask them to open their books and check their ideas

against the book. Ask students to complete the exercises. Check

answers.

8 This exercise can be done in pairs or individually.

Learning tip

Ask students to add commas and full stops to this text for extra

practise:

Pride and Prejudice by Jane Austen is a romantic novel that

is set in the 19th century it is a story about Elizabeth Bennet’s

search for love and happiness the other main character in

the book is Mr Darcy who is both proud and rich I love Pride

and Prejudice because Elizabeth is an interesting strong and

appealing character if you like classic romance books you will

like this book too

Answer:

Pride and Prejudice by Jane Austen is a romantic novel that is

set in the 19th century. It is a story about Elizabeth Bennet’s

search for love and happiness. The other main character in

the book is Mr Darcy who is both proud and rich. I love Pride

and Prejudice because Elizabeth is an interesting, strong and

appealing character. If you like classic romance books you will

like this book too.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit13

No time!

Get ready to write

Ask students to do the first exercise in pairs or small groups and

explain their choice. Play the recording and ask students to do

the last two exercises in their pairs or groups. Feedback as a

whole class.

Brainstorm different types of insurance, for example, car, health,

life, holiday, etc. and the benefits of each, for example:

Car insurance

The insurance company pays for your car to

be repaired if you are in an accident.

Holiday

insurance

The insurance company pays for the cost of

your holiday if it is cancelled.

Health

insurance

The insurance company pays the cost of

hospital treatment

Life

insurance

The insurance company pays money to your

relatives if you die.

A Notes for important conversations

1–3 Put students into groups of three or four and ask them to

complete Exercises 1, 2 and 3.

4 Ask students to complete the exercise. As an alternative to

Exercise 4, write the words below on the board in a random

order.

I

work

very

hard

I

sell

more

insurance

than

anybody

in

the

company

I’m

very

polite

and

I’m

never

late

All

my

workmates

like

me

In groups, tell students to arrange the words so that they make

the four sentences about Ravi. Next, tell them that they are

going to make the notes easier to remember. Ask them in their

groups to look at each sentence and agree which words are

unimportant and remove them. Feedback as a whole class.

5–6 Students can do these exercises in pairs or individually.

7–8 Ask students to complete the exercises.

B Notes on appointments

Explain that this part of the unit deals with appointment diaries

/ personal organizers that record your plans for the future (not

diaries / memoirs that record things you have already done).

Before Exercise 1, ask one of your students what they have to

do tomorrow and write the details on the board. Use these notes

throughout the lesson as an ongoing example.

2–3 Put students in pairs or small groups. Emphasize that

they should discuss their answers and give reasons for their

choices. Feedback as a class.

4–5 Ask students to do the exercises.

Extra practice

After listening, in pairs, ask students to combine the information

they have noted before they look at the audioscript.

More activities

For further practise, ask students to imagine that they

are business people and that they must complete

their appointment diaries for next week. To create their

appointment diary, they should divide a page into five

sections, one for each day (Monday to Friday) and head

each section with a different day. Remind students to

choose an appropriate length of time for each meeting.

They should include in their diary the times and details of

these prearranged appointments:

• 10 meetings with named customers (students must

make up the names).

• Daily team meetings (either at the beginning, middle or

end of the day).

• Time reserved for paperwork.

• Time for lunch.

When they have completed their diaries, explain that

they are going to phone other people and try to arrange

meetings with them at convenient times next week.

Emphasize that they cannot meet more than one person

at the same time. Tell students to stand back to back with

another student and imagine they are phoning them. They

must arrange a meeting but they must not look at the other

person’s diary.

Example exchange:

A: Hello. This is (student’s name).

B: Hello, there.

A: I need to meet with you to discuss new products

sometime next week.

B: What about meeting on Monday at 9.30?

A: I’m sorry. That won’t work. I’m meeting Mr Smith at 10.00

on Monday. Can you make it in the afternoon?

B: Yes, that’ll be fine. How about 1.00?

Tell students to add the new appointment to their diaries

and then find another student to make an appointment

with. Continue until each student has made at least three

new appointments.

1 Ask students to do the exercise. Next refer them to the notes

you have written on the board and brainstorm which activities

the student should include in their diary.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit14

Out of the office

Get ready to write

If necessary, play the message twice. Then feedback the answer

as a whole class. Ask the class to look at the pictures and answer

the questions as a whole class. If your class includes students

who have jobs, ask them Who does your work when you are

away? Are there a lot of messages that you have to answer

when you return?

A Out of the office message

1–4 These exercises can be done in pairs or individually.

Focus on … from + until, for

Ask students to complete the exercises. Check answers. For

homework ask students to research a famous person. You may

want to brainstorm a list of famous people onto the board

for students to choose from. Tell them they must try to find a

fact about that person’s life that few people know and write

two sentences using from + until and to. Suggest they use an

encyclopedia, go to the library or surf the Internet. (You could

direct them to www.biography.com.) Get students to read out

their sentences to the rest of the class during the next lesson.

5–6 These exercises can be done in pairs or individually.

Check

In pairs, ask students to swap their auto-reply messages and use

the Check questions to check their partner’s message and, if

necessary, suggest improvements.

B A telephone message

To introduce this topic you may want to talk about what

information students write down in their own language when

they take phone messages.

Write on the board Shona’s notes from Exercise 1. Explain that

Shona wrote these notes for herself: she did not think anyone

else would read them. As a whole class discuss these questions:

a) Can you understand these notes?

Answer: Not very easily.

b) What does the writer want someone to do?

Answer: Phone Mrs Rosen.

c) What would make these notes easier to understand?

Answer: The writer should write in full sentences.

1 Play the recording and ask students to complete the exercise.

2–3 Students can do these exercises in pairs or individually.

Focus on … words that people often

misspell, mistype or get confused

Ask students to complete the exercises. Check answers. If you do

not use one already, this is a good point at which to introduce

a simple correction code. You can use the code on students’

written work to help them identify their own errors and correct

their work. You can underline the errors and then put the code

either directly above the error or in the margin.

Correction Code

Code Type of Error

Sp

spelling

Vb

verb form or tense

N

plural

WO word order

Gr

grammar

P

punctuation or

capital letter

/

cut

^

word missing

Example of error

1. I have too sisters.

2. He work in Tokyo.

3. I have two child.

4. Is very exciting my job.

5. I enjoy to dance.

Correction

……………

……………

……………

……………

……………

6. He works in a School. ……………

7. I come from in Turkey. ……………

8. I want ^ learn English. ……………

Ideas for introducing the code

Put students into pairs. Give the information in the table above

to students, and in their pairs tell them to write the corrections.

Feedback as a whole class.

Answers:

I have two sisters.

He works in Tokyo.

I have two children.

My job is very exciting.

I enjoy dancing.

He works in a school.

I come from Turkey.

I want to learn English.

In pairs, ask each student to copy out a different short text from

their course book and add five deliberate errors. Tell them to swap

their text with their partner, identify the five errors and use the

correction code to annotate them. When the students have had

enough time, ask them to check their answers with their partner.

4–5 Play the recording. These exercises can be done in pairs or

individually. Feedback as a whole class.

6–9 These exercises can be done in pairs or individually.

Check

In pairs, ask students to swap their telephone messages and

use the Check questions to check their partner’s message and, if

necessary, suggest improvements.

Class bonus

Put students into pairs and sit them back to back. Tell them they

are going to pretend to have a telephone conversation. Divide

each pair into Student A and Student B. Direct them to the

instructions in the book for Exercise 1. When students have had

enough time, tell Student B to check the message they have

written with their partner. For Exercise 3, explain that Student A

now works for Soloto and must answer the telephone. Follow

the same procedure as for Exercises 1–2.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit15

Can you help me?

Get ready to write

Discuss these questions as a whole class. Ask students what they

think Pete should do about his problem.

An informal request

Students may not understand the differences between emails

and memos, so you may want to refer them to the Did you

know…? box on page 71, before they look at the examples.

1–2 Ask students to complete the exercises. Check answers.

Before students complete Exercises 3–7, tell students that

the difference between when you can ask someone to do

something and when you can tell them to do it is culturally

determined and, if got wrong, can cause non-native speakers

to appear abrupt. Demonstrate the difference between asking

and telling people to do things. Explain that you are going to say

the same thing in different ways. Ask students to guess which is

stronger.

Say to one student: Can you open the window?

Say to another: Open the door.

Explain that a question is always weaker than a command.

Draw 6 lines on the board: - - - - - Ask what six letter word can make questions and commands

more polite. If students do not immediately give the answer,

encourage them to call out letters in a game of hangman

(answer: please).

More activities

For more practise using full stops, question marks and

exclamation marks, write the sentences below on the

board. Put students into pairs and ask them to choose

a punctuation mark (? ! or .) for each sentence. When

they have completed the exercise, give each pair a set of

punctuation cards like the ones below. Ask the class to

hold up the correct punctuation card when you read each

sentence. Alternatively, you can ask them in pairs to write

their own statements, exclamations and questions and test

the rest of the class in the same way.

a) How are you

b) We’re having a great time in Greece

c) Have you ever visited Delphi

d) It’s thousands of years old and quite interesting

e)The weather’s wonderful

f) We’ve had clear blue skies ever since we arrived

g) Tomorrow, we fly home

Punctuation cards

?

.

!

3–7 These exercises can be done in pairs or individually. Check

answers.

Focus on… full stops (.), question marks (?)

and exclamation marks (!)

Students will probably have encountered these punctuation

marks before. However, many students over-use exclamation

marks. To highlight this, you could ask them to do an

exclamation mark hunt in a recent piece of written work. Before

they complete the Focus on … exercises, ask students to search

through one of their own pieces of writing and circle all the

exclamation marks. Next work through the Focus on … exercises

with your class. Then ask them to look at their piece of written

work again. Ask them to check if any of the exclamation marks

that they circled should be changed to full stops.

8 Ask students to complete the exercise. After checking

answers, emphasize that the information asked for in

questions c–e should be included in all requests.

9 Ask students to write the email.

Check

In pairs, ask students to swap their emails and use the Check

questions to check their partner’s message and, if necessary,

suggest improvements.

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Real Writing 1 by Graham Palmer Teacher’s notes

Unit16

I would be grateful if …

Get ready to write

Focus on… I, you, she, he, it, they

Tell students to look at the picture and answer these questions:

What is the problem? What should the company do about it?

Elicit the vocabulary the ceiling and the difference between a

ceiling and a roof, to leak, and to get something repaired / fixed.

Ask students to read the email and answer the questions in

pairs. Feedback as a whole class.

Elicit how this is a friendly and informal email: There is no

opening formula, i.e. Dear Sara, it uses contractions, i.e. Roof's,

You'll, it has a PS.

Ask students to complete the exercises. Check answers. For extra

practise, ask students to copy out a short text from their course

book. Tell them to add five pronoun mistakes as they copy the

text. Ask them to swap texts with another student and correct the

one they receive.

A formal request

1–4 These exercises can be done in pairs or individually. For

Exercises 3–4 ask students to feedback how this email is

different to the one in Get ready to write, for example, it uses

Clive Allen’s title (Mr), an opening formula and more polite

and formal language. Explain that Exercise 3 shows more

formal equivalents of informal words and phrases.

Learning tip

For extra practise on formal and informal style it may be useful

to draw this table on the board (without the answers in italics).

Brainstorm the answers and add them to the table.

Friendly and informal style

Who?

People you know well.

Why?

To show closeness /

friendliness.

Where?

Personal email, letters, etc.

More polite and formal style

Who?

Strangers and people you do

not know well.

Why?

To show distance / respect.

Where?

Business email, letters, etc.

11 Before students do this exercise, pre-teach the word unit.

As a whole class, brainstorm the answer to Exercise 11

(answer: Li wants Jo to email Mr Takemoto and ask for a

price).

12–13 These exercises can be done in pairs or individually.

Emphasize that the grammar, spelling and punctuation are

okay in the informal email but the style is not appropriate

and needs to be corrected.

Check

In pairs, ask students to swap their emails and use the Check

questions to check their partner’s message and, if necessary,

suggest improvements.

Class bonus

This exercise encourages self-correction and reinforces the work

students did in Exercise 13. It focuses on correcting for style

rather than grammar, spelling or punctuation. It can be extended

into an email exchange. Students can swap the finished emails

and write a reply to confirm the order.

Refer students to Appendix 7 on page 92. It may be useful to

talk about the circumstances in which students use a more

formal style in their own language, and compare them to when a

more formal style is used in English, i.e. to strangers and people

who you do not know well.

5–10 These exercises can be done in pairs or individually.

Check answers.

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit1

Buy it online

Get ready to write

Do these activities as whole class or small group discussions.

Ask students to decide what kind of person would like to receive

each of the presents (e.g. young, old; adventurous, quiet etc).

More activities

Tell students that there are some irregular plurals that do

not follow any spelling rules. Put the following activity on the

board and ask students to complete the plurals in pairs.

Completing an online order form

…ren

1 Tell students that Proceed to checkout is a very common

online expression.

a)

b)

c)

d)

e)

f)

2 After this exercise, you may want to elicit the noun form (i.e.

confirmation) and draw attention to the stress shift.

Verb:

To confirm something.

Noun: A confirmation

Can you confirm your

credit card number?

We didn’t receive

confirmation by email.

You may also want to talk about the difference between

creating an account, or registering, for the first time (which Aiko

is doing) and logging on (i.e. just entering your password).

3 Students can do this exercise in pairs.

4 Before students do this exercise, elicit the difference between

surface mail (i.e. mail that is taken overland) and airmail (i.e.

mail that is taken by plane).

5 You could revise numbers quickly at this stage by asking

students to tell their partner their phone numbers or house

numbers (invented if they prefer).

…eet

a man

a woman

a person

a foot

a tooth

a child

…eople

…en

…eeth

…en

some men

some wom……...

some p…….……

two f ………..….

some t ……..……

some child………

Answers: b women, c people, d feet, e teeth, f children

Extra practice

This could be done as a pair work activity. Put students in

pairs and give them the web addresses of an online gift store.

Students must visit the website and tell their partner about a

present they would like to buy. Students discuss whether it’s a

good choice or not and then complete the online forms. NB:

MAKE SURE STUDENTS DO NOT USE REAL CREDIT CARD

DETAILS.

If you do not have access to computers, you could bring in paper

catalogues for the students to choose gifts from. Students could

complete the order forms in the catalogues in pairs.

Did you know …?

Highlight the differences between the three countries (Italy,

Japan and the UK) by drawing attention to the Did you know?

box. Elicit how addresses are written differently in your students’

country/countries.

6–10

These can be done in pairs or individually.

Focus on … spelling plurals

Ask students to complete these exercises. Elicit the rules for

spelling plurals, i.e:

a Most countable nouns are made plural by adding …..

b When a countable noun ends in s, ch, sh, x, z or o add ……

to make it plural.

c When a countable noun ends in a consonant + y, change y

to…………… + es to make it plural.

You may want to extend this to cover other plurals.

d When a countable noun ends in fe, change fe to……………

to make it plural.

Answers: a s, b es, c i, d ve

11–12 Ask the students to swap their books and use the Check

questions to check each other’s work and then feedback to

each other.

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit2

Book it online

Get ready to write

These exercises can be done in pairs or as a whole class activity.

The second exercise reinforces the Learning tip on page 17

about predicting information on forms. During feedback, elicit

the differences between to depart/leave from a place, to go to

a destination and to return to a place. Explain that a round-trip is

to go to a place and then return home.

Completing online booking forms

1–4 These can be done in pairs or individually.

5 Before students do this exercise elicit what the triangular

warning symbol means (i.e. Soren has made a mistake

on the form). After students have completed this exercise,

feedback as a whole class and elicit the meaning of the error

messages, i.e.

1 Soren has typed a date that has already gone.

2 Soren hasn’t typed the first letter of his first name.

3 Soren must tick the box to show that says he agrees with

the rules of the website/online store.

4 Soren’s email address is wrong. (He forgot the 5).

1 Complete these rules.

a) We only say arrive……… a country, city or town.

b) We say arrive………any other place e.g. airport or hotel.

c) We use depart………a place in formal situations.

d) We use ……… a place in other situations.

Louise went to live in Nepal in 2003. She didn’t come

back to this country until 2005. She says she may go

back to Nepal next year for a short holiday to see her

friends.

Answers: a in, b at, c from, d leave.

2 Complete these rules.

a) To………to a place means to move here (where you

are now).

b) To………back to a place means to return here (where

you are now).

c) To………to a place means to move to another place

(not here).

d) To………back to a place means to return to another

place (not here).

6–10 These can be done in pairs or individually.

Answers: a come, b come, c go, d go.

11 This contains quite a lot of difficult vocabulary. Before they

attempt this exercise, ask students to work in small groups

and look up in dictionaries or elicit from context the meaning

of these words: capacity, automatic transmission, satellite

navigation, infant seat. Feedback as a whole class.

3 Are these sentences correct (✓) or incorrect (✗)?

Ask students to swap their books and use the Check

questions to check each other’s work and then feedback to

each other.

Class bonus

a) The train arrives in Madrid at 8.45.

b) All excursions depart outside the hotel.

c) My parents left from London in 1999 and moved to

Oxford.

d) We should arrive the airport early.

e) I love to sit in my garden when I come after a holiday.

Answers: a ✓, b ✗ depart from, c ✗ left London, d ✗ arrive at,

e ✗ come back.

This search activity is just for fun as you will not have time to

check the itineraries. Tell students to write down the details of

each connecting flight to complete the itinerary.

More activities

Put these activities on the board for students to look at the

language of arrivals and departures.

a) Flight X8976 departs from London at 08.20 and arrives in

Toronto at 11.30.

b) Soren arrived at the airport to check in two hours before

his flight left.

c) Soren: I left Sweden on 13 September and travelled to

London.

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit3

Complete this, please!

Get ready to write

If your students have travelled to different countries, elicit a list of

the documents they needed (e.g. passports, visas etc) and how

they got them. You may want to highlight the shift in stress in

these words: to apply for something / an application form.

Ask students to do the second exercise in groups and feedback

as a whole class.

Completing travel forms

1 Elicit what the form is for (i.e. it is a visa waiver form that you

can complete if you don’t need a visa). After students have

completed Exercise 1, highlight the difference between a

permanent and a temporary address.

2 After students have completed Exercise 2, you may want to

elicit/give other similar wording that can appear on forms e.g.

Official/Staff use only.

3–6 These can be done in pairs or individually.

7 In small groups, ask students to use the vocabulary from this

exercise to describe different people in their own families to

the other members of the group.

Ask students to use dictionaries and look back through the

forms in Units 1–3 to group the words that frequently collocate:

degree, mailing, term dates, shipping, departure, expiry, tutor’s

name, expiration, billing.

Answers:

1 University degree/term dates/tutor’s name

2 departure/expiry/expiration date

3 mailing/shipping/billing address

Focus on … spelling /ei/

For further practice, dictate or write this exercise on the board:

Use /ei/ words to complete these sentences.

a) – What’s your n

, please?

– It’s Peter.

b) Texas is my favourite s

in America.

c) The plane’s t

was painted in the colours of the

national flag.

d) The hijacker was sent to j

for 20 years.

e) The steward gave my son a toy to p

with.

f) You must go this w

to get to your departure gate.

Answers: a) name b) state c) tail d) jail e) play f) way

8 Students could make a list in pairs or small groups.

More activities

Did you know …?

Elicit other examples of American and British English from

students, e.g. lift/elevator, biscuit/cookie, pavement/sidewalk.

If possible, bring in some real travel forms for students to

practise completing.

9 Explain that the difference between these two telephone

numbers is similar to the difference between a temporary and

permanent address.

Focus on … If…, tick here []

If you are teaching in an English speaking country you could

bring in other forms. In groups, give each group a selection of

forms and ask the students to find examples of If…, tick here on

the forms. Feedback onto the board and brainstorm what each

one means and whether the students would tick the box or not.

10 You may want students to do this in pairs as the If…,

statements are quite challenging.

Learning tip

Write these boxes on the board:

1

2

3

University

degree

date

address

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit4

I’ll be arriving on Friday

Get ready to write

If your students have access to the internet you could set this as

homework prior to the lesson: Find out why Stratford-upon-Avon

and Pamukkale are famous. Feedback as a class and ask which

place your students would like to visit, and why.

As a whole class, elicit the types of room you get in a hotel i.e.

single, double, twin, family, en suite etc. In groups, ask them

to make a list of questions they would want to ask about the

Falstaff hotel before deciding if they want to stay there.

A Enquiring about accommodation

1–5 These can be done in pairs or individually. You may want

to discuss how web pages and brochures are a form of

advertising and will always present a hotel in a positive way.

Ask students to work in groups and write a list of things the

web page does not say (e.g. it doesn’t say how close the

hotel is to the hot springs).

6 Ask the students to swap their emails and use the Check

questions to check each other’s work and then feedback to

each other.

Extra practice

If your students don’t have access to the internet bring in a

selection of holiday brochures and ask them to select hotels

from those.

Class bonus

You could extend this role play into a mini project over more

than one lesson.

• In groups, ask students to research a particular resort and

create a brochure for their perfect small hotel (with no more

than eight guest rooms).

• Display the completed brochures round the room.

• Ask students to choose one hotel they would like to stay

in (not the one they created!) and write enquiring about

accommodation next week.

• Give the letters of enquiry to the groups that created each

hotel and ask them to reply. (After students have done part B

of this unit, you could ask the guests to write confirming that

they want the room. Hotels can only accept guests until they

are full. The winners are the hotels that fill up first!).

B Confirming accommodation

Before students look at the letter draw this table on the board.

Explain it is the price list for the Falstaff Hotel.

Falstaff Hotel room prices

Type of room

Tariff

Deposit

Single

£40 / night

£20

Double

£50 per person /

night

£40

Ask:

• How much does a single room cost for one night? (Answer:

£40)

• How much do I need to pay to reserve a single room?

(Answer: £20)

• How much does a double room cost for two people for one

night? (Answer: £100)

• How much do I need to pay to reserve a single room?

(Answer: £40)

Elicit the meaning of deposit and tariff.

1–3 Ask students to do these exercises in pairs. Encourage

students to guess from gist the meaning of the new

vocabulary in the email.

4–6 These can be done individually or in pairs.

7 Students can choose whether to write a letter or an email.

Ask students to swap their letters and use the Check

questions to check each other’s work and then feedback to

each other.

Focus on … as/since and so (linking

reasons and results)

To introduce this, write on the board:

Reason: The hotel is busy at Christmas.

Result: You should book soon.

As the hotel is busy at Christmas, you should book early.

Ask: What word shows there is a link between the result

(what you should do) and the reason (why you should do it)?

(Answer: As).

Also highlight the position of the comma.

Elicit how the atmosphere and communications of a small hotel

may be more friendly and informal.

The two exercises can be done individually or in pairs.

Did you know …?

You could extend this by asking students to use a dictionary to

find words from other languages that are used in English (e.g.

kebab, carnival etc).

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit5

Don’t forget to feed the fish!

Get ready to write

Class bonus

As part of these exercises, you could do a class survey of how

often people cook their own meals, buy takeaways, eat readymeals and go to restaurants.

This can be done as a whole class mingle activity. Give each of

the post-it notes a number and display them on the walls of the

classroom. In pairs, ask the students to read all the notes and

make a list of the machines the notes have fallen off. Encourage

the students to talk to their partners about why they think each

post-it note is about a particular machine. At the feedback stage,

if it becomes apparent that any particular notes have confused

the students, it may be worthwhile looking at them more closely.

Write those notes on the board and elicit how they could be

made clearer.

Instructions

1–4 These can be done in pairs or individually.

Focus on … sequences

Ask students to look at the message on page 26 again and circle

the sequencers. Many students will already be aware of these

sequences but less confident of when to use before and after.

Highlight that …before… is in the PS. Elicit how it comes at the

end of the sequence and contains information that the writer forgot

to put in the sequence. Students could do Exercise 4 in pairs.

5–6 Refer students to the Focus on sequences before they do

these exercises.

7 Refer students to the instructions they wrote in Exercise 5.

Ask students to swap their messages and use the Check

questions to check each other’s work and then feedback to

each other.

Learning tip

In pairs, ask the students to think of a more complicated task

that they have done (e.g. changing a wheel on a car). Ask them

to write instructions for someone who hasn’t done that task

before. Remind them to use numbered bullet points if there are

more than four or five steps.

NB Because of the open-ended nature of this activity, the

vocabulary that students will need is not predictable. Encourage

them either to ask you for the words they need or use bilingual

dictionaries.

Focus on … linking similar things (and,

also, too / as well, as well as)

Emphasize that, although many students will have already come

across these linkers, this exercise focuses on their positioning (an

area that students find difficult). As homework, you may want

to ask the students to look through pieces they have written

previously to find and correct any linking errors (using and, also,

too / as well, as well as).

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit6

how r u?

Get ready to write

B IM / instant messaging

As an alternative warmer, draw a smiley emoticon on the

board: :-)

Ask: What is it? Where would you see it? As a whole class elicit

other emoticons that your students use.

To introduce this part of the unit, elicit if any of the students use

IM, who they communicate with using IM, how it is different

from texting (See Exercise 1), and what kind of language they

use in IM (i.e. informal).

A SMS / text messages

1–2 Ask students to do these exercises in pairs. As a follow up,

ask the students in groups to brainstorm the reply/response

they would give if someone said:

1–4 Ask students to look at these questions in pairs or small

groups. Check the answers before students move on to the

Plan section.

5–6 Ask students to check their answers in pairs before doing

class feedback.

7–10 Ask students if they have seen or used these

abbreviations before. Do they know any other ones?

11 Ask students to do this exercise in pairs. Which pair can

make Artash’s message the shortest?

12 Students could then write Artash’s reply to Natasha.

Focus on … editing for essential

information

Before students look at these exercises, write this message on

the board:

It’s a beautiful day, I’m not doing anything and I was wondering

if you want to go out. Text me if you do …, it’ll make me even

happier.

Explain that the writer has included information that is not

essential to the reader.

Ask:

What does the writer want to do?

When?

What should the reader do next?

Ask individual students to come up to the board and cross out

one non-essential word. Continue until you have the phrase

Want to go out?

a) Good morning!

(Possible answer: Good morning.)

b) How are you?

(Possible answer: Fine, thanks)

c) What’s the matter?

(Possible answer: My cat’s died!)

d) I’m really upset!

(Possible answer: I’m sorry to hear

that. What’s happened?)

3 When students have completed this exercise, highlight

the difference in meaning between these two potentially

confusing phrases:

What’s up?

(Meaning: What’s the matter?)

What are you up to?

(Meaning: What are you doing?)

4 Ask students to compare their answers in pairs before getting

class feedback.

Class bonus

If your students do not have access to IM, this can be done

using a single piece of paper per pair of students on a computer

and word processing programme. The important thing is that

students should work in silence in pairs. They can watch what

is being written or typed by the other student in the pair as this

directly simulates what they would see on the screen in an IM

exchange.

Extra practice

Ask if students know any other emoticons. Invite them to draw

these on the board.

More activities

In groups of three:

• Ask students to write a standard English message (an

invitation).

• Tell the students to pass their message to the student on

their left in their group.

• Tell them to shorten the new message into text language

and pass it to the student on their left.

• Tell them to write a reply to the new message in text

language and pass it to the person on the left (i.e. the

person who wrote the original message).

• Ask them to read the reply to their original message and

see if it makes sense!

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit7

Missing you

Get ready to write

Extra practice

Elicit a list of festivals that are celebrated in your students’

country/countries and complete the exercises as a whole class.

If students come from the same country, get them to discuss the

most popular festival.

The context of this activity is quite complicated. Elicit questions

that students could ask Suzie in their letter, and brainstorm

local museums that they could write about. Students could also

research a local museum on the Internet.

A personal letter

Focus on … apostrophes 2

1–2 After students have done these exercises, briefly elicit how

Leszek uses friendly and informal Engllish which is similar to

spoken English (i.e. it uses contractions, ellipsis and everyday

English e.g. catch up with things.)

When students have done both Focus on apostrophes, write the

first two paragraphs of Leszek’s letter on the board with all the

apostrophes removed:

Did you know …?

Emphasise that although people are writing fewer personal

letters these days, the expressions and structures learnt in this

unit are also relevant to email. Ask students whether they prefer

to write letters or emails.

3–9 Ask students to do these exercises in pairs or small groups,

then check answers with the whole class.

Focus on … apostrophes 1

Highlight the addition of an o when contracting will not: won’t

(Not willn’t).

Write this text onto the board. Ask students to come up one at a

time and add an apostrophe in the correct place. As they do this,

elicit the long form of the contracted words.

Sundays my birthday, I dont know what my wifes going to buy

me for a present. She wont tell me! It was the same last year …

she wouldnt tell me then. Shes going shopping tomorrow. I cant

wait to look in her bag when she isnt looking.

Answer: Sunday’s my birthday. I don’t know what my wife’s

going to buy me for a present. She won’t tell me! It was the

same last year … she wouldn’t tell me then. She’s going

shopping tomorrow. I can’t wait to look in her bag when she isn’t

looking.

Im sorry that I havent written recently. Ive been very busy.

Anyway, I thought Id send you a quick note to catch up with

things.

Did I tell you that I started a new job in January? Im now an

assistant in a small boutique in the city centre. Its not very

interesting, but the moneys quite good and the customers are

friendly. My sisters office is nearby and sometimes we meet up

for lunch. Do you remember, she’s an accountant?

Books closed, in pairs, ask the students to identify where the

apostrophes are missing and replace them.

More activities

Encourage students to find, and write to, someone in an

English-speaking country. There are many websites which can

arrange this. Students can correspond by IM, email or letter.

10 If you are teaching a multilingual group, students can

compare answers with their partner.

11 Students can do these exercises in pairs or small groups.

12–13 Make explicit how the structure of the Peter’s letter in

exercise 12 relates to earlier exercises i.e.

12a-b (refer students to exercise 2)

12c (refer students to exercises 10 –11)

12d-e (refer students to exercises 6–8)

12f-g (refer students to exercise 9)

12h (refer students to exercise 3)

12i (refer students to exercise 2)

Ask students to swap their letters and use the Check

questions to check each other’s work and then feedback to

each other.

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit8

Jo’s Blogs

Get ready to write

Class bonus

Before you do this exercise, elicit a list of places you can visit in

a day from your city or area (e.g. historic sites, theme parks etc).

Elicit which places members of your class have visited, which they

liked and which they disliked. If there is one place that divides

opinion, write it on the board and write the positive points (pros)

and negative points (cons) of visiting that place.

If you have access to computers you may want to do this as a

simulation. You can do this simply by setting up a document

template on the computers for students to type into:

My Blog

Thoughts

A A personal blog

Posted by

1 Ask students to work with a partner to find the answers.

Encourage them to read the blog quickly by setting a short

time limit, e.g. five minutes. If, after reading the blog, students

are still unclear about what a blog is, refer them to the Did

You Know? box on page 39.

Comment 1

2–3 These exercises deal with anticipating who the reader will

be. To reinforce this, you may want to ask how many students

keep a personal diary, what type of things they write about in

it and whether they allow other people to read it. Elicit how

what they write about will be different if they know other

people will read their diary.

Posted by

You will need to group the students so that the whole class can

work on computers at the same time (depending on the size

of the class and the number of computers you have, students

can do this exercise on their own, in pairs or in groups). First tell

the students to write their thought on one computer. Next, ask

them to move to the next computer and add a comment on the

previous student(s)’ thoughts and so on.

Focus on … blog headings

If you have access to the Internet, you could supplement this

exercise by copying five headings from blogs and asking students

to assess whether they make the reader want to read on. This

can be done in pairs or small groups.

4–5 Students can discuss their experiences in small groups

before starting to write.

6 When students have finished writing, ask them to swap their

blogs and use the Check questions to check each other’s

work and then feedback to each other.

B Adding comments to a blog

1 Elicit how this type of blog deals with opinion (rather than just

telling people what you have done).

2 When students feedback, ask them to explain why they chose

their answers.

3 You may want to refer students to Appendix 6 (Think about

style) for other ways of expressing agreement, uncertainty

and disagreement.

4-6 Students can check their answers in pairs or work together

on these exercises.

7 In groups, ask students to discuss whether they agree

or disagree with Jo’s thoughts. Encourage them to use

expressions from Exercise 6 and explain why they agree or

disagree. Feedback as a whole class.

8 You could make this a competitive activity by setting a short

time limit for this exercise. The fastest person or pair to finish

it correctly wins.

9–10 Students can discuss their ideas in pairs or small groups.

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Real Writing 2 by Graham Palmer Teacher’s notes

Unit9

What can I do?

Get ready to write

B Completing feedback forms

If you school or college has a study centre or library, you could

introduce this topic by making a list of what you can do there.

Ask the students to imagine they are new students and don’t

know about the study centre or library. Elicit what information

they need to find out. As students feedback, write their questions

in note form on the board e.g. Opening times?

In small groups, ask the students to write a list of things that

make a good school or college (i.e. good teachers, interesting

lessons, good facilities etc). Feedback as a whole class and

elicit how schools and colleges know what their students think

about their courses (e.g. through informal feedback to teachers,

feedback forms etc). If your school or college has a feedback

form it might be worthwhile looking at it together.

A Taking notes about study arrangements

1–2 Students can do these exercises in small groups.

1–6 These exercises can be done in pairs or individually.

7 After students have done this exercise, ask them to swap their

notes and use the Check questions to check each other’s

work and then feedback to each other.

Extra practice

If you have already covered this as a warm-up activity for this

unit, you could do the following exercise instead:

– Elicit what is important for a venue for a business meeting or

conference, i.e. modern facilities, good communications, easy

to get to, refreshments etc.

– Split the class into two groups. Ask students where they could

hold a large business meeting or conference in your town and

what facilities the venue has available to them. Alternatively, if

you have access to the Internet students may be able to find

this information on the web.

Learning tip

To reinforce the idea of ranking and grading you could give your

students some evaluation/customer satisfaction forms written in

their own language. In groups, ask them to find questions that

rank things and questions that grade things.

3–6 If students struggle with this, write the name of a popular

product on the board. Write a positive point and ask a student

to come up and counter it by writing a negative point on the

board. Ask another student to write a positive point, and so on.

7 Students can compare answers in pairs.

– After a few minutes, ask students to write (in note form)

three questions they want to find out about the other groups’

venue.

– Ask the groups to split into pairs (each pair must have one

student from each group). Tell them to explain the facilities

at their venue. Their partner should take notes and at the

end try to write one question that the other student did not

answer.

Focus on … linking positive and negative

comments

Elicit how the first part of the sentence is positive and the

second part is negative in the examples below:

1 The study centre is useful but the computers are a bit slow.

2 The study centre is useful. However, the computers are a bit

slow.

3 The study centre is useful, even if / although the

computers are a bit slow.

Elicit how in this example the first part of the sentence is

negative and the second part is positive:

4 Even if / Although the computers are a bit slow, the study

centre is useful.

Emphasize the position of commas in examples 2 and 4 and

that However always starts a sentence.

PHOTOCOPIABLE

© Cambridge University Press 2008

## Cambridge.University.Press.Allegories.of.Union.in.Irish.and.English.Writing.1790-1870.Politics.History.and.the.Family.from.Edgeworth.to.Arnold.Oct.2000.pdf

## Cambridge.University.Press.Gender.Race.and.the.Writing.of.Empire.Public.Discourse.and.the.Boer.War.Sep.1999.pdf

## Sách Pre Intensive Writing Task 2-Version 2

## Writing band descriptors

## IELTS Writing Preparation

## Paragraph-Writing

## Public writing task 1 band descriptors (2)

## Public writing task 1 band descriptors

## Setting up writing tasks

## Writing sample task 1A

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