Contents Introduction
4
1 T h in in k in in g a bo b o u t w ri ri t in in g
8
2 Introd Intr oduci ucing ng
11
3 Com pletin g form s
15
4
19
Than king
5 Requesting inform ation R e v ie w 1 6
Getting details
7 Inviting Inviting and arrang ingto meet
23 27 30 34
8
Makingand changing changing arrangements
38
9
Giving directions
42
10 Dealing wit h problems Revie Re vie w 2
46 51
11 De scrib sc rib ing
54
12 Givi ng an opinion and reco mm end ing
58
13 W riting abou t a vaca tion
62
14 W riting about an interest
65
15 Applyi Ap plying ng for a job
69
Rev iew 3 Photocopiable activities
72 74
Contents Introduction
4
1 T h in in k in in g a bo b o u t w ri ri t in in g
8
2 Introd Intr oduci ucing ng
11
3 Com pletin g form s
15
4
19
Than king
5 Requesting inform ation R e v ie w 1 6
Getting details
7 Inviting Inviting and arrang ingto meet
23 27 30 34
8
Makingand changing changing arrangements
38
9
Giving directions
42
10 Dealing wit h problems Revie Re vie w 2
46 51
11 De scrib sc rib ing
54
12 Givi ng an opinion and reco mm end ing
58
13 W riting abou t a vaca tion
62
14 W riting about an interest
65
15 Applyi Ap plying ng for a job
69
Rev iew 3 Photocopiable activities
72 74
Introduction About Writin g for the Real Real World World Writingfo r the Real World is World is a two-level two-lev el course for people people who need need to write wri te e ffectively ffect ively in English. Englis h. Book 1, Writingfo Writing fo r the Real World: World: For General English, English, covers everyday situations. Book 2, Writing Writing fo r the Real World: World: For Business English,covers common types types of writing tha t occur in the business wo rld.The course is intended intended for elementa ry level level studen ts who may have studied studied English before before with ou t con centrating specifically on writin g. American English is used used fo rth e majority of the course, although co ntrasts with British English are highlighted highlighted w here appropriate, and the contexts are are international. The course has two main goals: • to promote promote fluency in writin g • to provide language models that th at will be directly relevant to stud ents'real needs. needs. To meet these goals, each unit presents a typical writing need (for example, requesting information or applying for a job); practices the appropriate vocabulary, vocabulary, gramm atical structure s, punctuation , spelling, and and writin g conventions; and and provides provides students with plenty of opportunities to develop develop their own w riting skills. Each level Each level of the course contains fifteen units and three review units.The units build on each otherthroughout the book, but each one can be used independently, allowingyou to choose the units and activities most suited to your st uden ts’ needs. needs.
Student Book Book Atypical unit Aty pica l unit is expected expected to take between 90 and 12 120 minutes o f class class time. Each unit uses a range range of activity types to maintain interest and motivation, including individual, individ ual, pair, group, and whole-cla who le-class ss w work. ork. All of the writing tasks can be completed in class, but could also be assigned for h omew ork or self-study. Each Eac h u nit contains the following key elements: Models o f writing writing Each unit opens with a model Each model o f a particular text type (for exam ple,fo rmal or informal informal e mail, letter, letter, 4
Writing for the Real Real World
application form) and and writin g function (for example, dealing with problems, problems, making arrangements, inviting). The model model sets the real-world real-world contex t for the language practice practice tha t follows. S tudents read read the tex t for general general understanding and then use it as a reference point throughout the unit. Languagefocu s Students study and practice individual language elements, such as gramm atical struc tures and vocabulary, in the model text. Carefully graded exercises help help students work on each elemen t in dividually and then combine two or more more elements to allow them to produce longer sentences or paragraphs. Useful language and Languagefocus Language focus boxes present key language in a clear, easy-to-use format. Tip! and Remember! boxes offer additional insights, explanations,or instructions. instructions. Writing tasks Finally, Finally, students combine all of the elem ents practice practiced d in the unit into one or tw o longer writ ing tasks. These assignments are lightly guided and give students a clear idea idea of wha t to do, do, but also also allo wf or cr eativity and originality. Review units After Units 5,10, 5,10, and and 15 15 there ther e is a revie w unit u nit that th at incorporates incorporates the main features of the previous five units into language exercises and integrated integrated writ ing tasks. In addition, each review unit includes a culture topic related related to writing for intern ational communication. Reference section This Stude nt Book Book contains a writ ing skills reference reference section which te achers and stude nts can use in class, for homew h omew ork, or for self-study. It will wi ll be useful in developing and consolidating students'writing skills both both during and after the course.There are five five sections: • Sections Section s 1and 2 provide inform ation on the forma ts and conventions for writing emails, letters,faxes, postcards, resumes, and web pages.
• Section 3 deals w ith capital letters, punctu ation , and spelling. • Section 4 provide providess examples of all the functio ns covered covered in the course, including thank ing, requesting, recommending,apologizing, and complaining. • Section 5 is a general section tha t includes the kind of language items tha t are useful across a number of different different texts and writing functions and and that students are often uncertain of. For example, conventions surrounding days, days, dates, time time , numbers, prices, addresses, currencies, and a bbreviatio ns are covered, along with some basic differences between American English English and British English.
Teacher’s Guide TheTeacher's Guide provides: • clear and simple instructions on on how to use the Student Book • suggestions for adapting the Student Book Book material for higher and lower-level students • ideas for extending the Student Book material to provide further practice • optional activities to suppleme nt the Student Book Book • a photocopiable act ivity for each unit th at practices the material in an enjoyable way. In thisTeac her's Gu ideyou will find detailed notes to helpy ou prepare prepare your less ons. Before you teach a unit, read read the relevant notes carefully so th at you are familiar with the key key features o f the unit and can make any advance preparations that may be necessary In addition, the follow ing ins tructions and suggestions are relevant to each unit: Writing models Read Read the w ritin g model tha t opens each un it in advance to familiarize yourself with the topic of the unit. If possible, possible, bring bring in additional examples of the same type of writin g, both both in English English and the stud ents'o wn language(s).They can be used for further practice and for discussions on how English writin g is the same as or different from writin g in the stu den ts'cultu res. Be Be careful to select materials at an appropriate level for your students. Vocabulary Each unit explains vo cabulary that is directly directly relevant to the w riting models and and tasks, but there will occasionally be other words that your stu dents do not not know. You You may wish to ask students to figure them out
from co ntext or check check with other students; explain or transla te the wo rds yourself; or or allow students to use dictio naries . If you keep keep a recor record d o f the wo rds th at are new to your students,you students,you can reviewth em in future lessons. Students could could make the ir own flashcards to review and practice the words they enc ounter during the course: on one side side of the card, the y writ e the word in English, the sentence in which that word appeared, a dictionary definition or someone else's else's explanation, and an original original sentence usin gth at word .On the other side side of the card, card, they draw a picture that suggests the word to them. Students can then use these cards cards for the ir own private private study, or the y could could also be used used in th efo llo w ing wa y as a class activity: when they have completed five or more cards, have stud ents w ork in pairs to quiz each other. Students exchange cards with th eir partner, and show the ir partn erth e picture picture side side of the card.The y then ask these questions: What's this word? H ow do yo u spell it? it? What does it m ean? Canyo u use it in in a sentence? The sentence? The student holding the card can see all of the information and can therefore assist the student being quizzed as necessary. Grammar Grammatical structures in each unit are practiced in a variety of ways in the course. Each Each u nit in the Student Book featu res Language foc us and U seful language boxes boxes which highlight the key key teaching points points of the unit. In addition, the reference section at the back of the Stude nt Book offers a thoroug h review o f the key language and gramm ar in easy-to-understand easy-to-understand charts with clear examples. For students or classes classes who need need additional practice, this Teacher's Teacher's Guide offers fu rth er practice and optional activities. Writing activities Ideally,your Ideally,your students w ill practice practice writin g by hand, hand, word processing, sending email, and com pletingform s online. If you have access to a compu ter lab, consider takin g your class there occasionally to do the w riting activities. Some students may have limited typing skills, but they will quickly buil build d u pth eir speed.Alternatively,you can assign assign some writing task s to be completed completed outside of class on compu ters in your school, at Inte rnet cafes, or at students'homes. If your stud ents word process process some of their assignm ents, remind remind them o f the impo rtance of Writing for the Rea Reall World
5
keeping a copy som ewhere safe. For example, they can back up their w riting to a CD or other external drive, or email a copy to them selves. If all o f your students have email accounts, they can email some of their w riting as signm ents to a partner or to you.Th ey should eith er keep a copy of the ir work in a “sent m air fo ld er or send a copy to themselves by typing th eir own address on the cc: line. If not all of your stu dents have access to a computer, they can complete all of the w riting activities by hand. In this case, encourage students to imitate th e form and appearance of writing done on a computer as appropriate (for example, in the case of an email, by writin g the sender and receiver's names, the subject line, and the date at beginning). You can choose to have students complete all of the exercises in class, or assign some o f the longer exercises as homework. Building writing flue ncy Writing e asily and well takes time . Encourage your students to practice on the ir ow n.Th ey could keep a daily or weekly personal diary in Eng lish, correspond with email penpals (“ keypals”) online, or write letters or postcards to a classm ate. Keeping a writing jour nal You may wish to ask students to keep a writ ing journa l. Students should select a sturdy notebook to be used only for the ir journal and should write som ething at least once a week; some teachers ask students to write two or three time s a week, but only collect the journals once a week or once a month . You can let students choose their own topics to write about or assign topics (e.g. an interest, my childhood, something tha t makes me happy, a time I was afraid, myfutu re plans, a good friend, wha t happened yesterday, my strengths in English, etc.). You m ay choose to w rite only a few comments inyo urstu den ts'journ als or to write longer responses, but do not correct spelling or grammar for this flue ncy exercise. If stude nts ask to be corrected, remind them th at the exercises they do in class are checked for accuracy.The ir jou rnals are a place to practice writing freely. If you assign grades in you r class, grade the jou rna ls on timely completion and / or amou nt o f writin g, but not on gram mar or spelling. If your stude nts need practice with typing or enjoy using computers, they could word process their journa ls. Stress the importanc e o f keeping a backup copy. 6
Writing for the Real World
Keypals If all of your students have email accounts, consider setting up a formal keypal component to you r course. Students could pair off with a classmate, ory ou could find a partne r class in anoth er country who would like to correspond in English .The Intercultural E-Mail Classroom Connections website at http://www.iecc.org/ is a good place to look for partner classes. Make sure you discuss your ideas with t he cooperating teacher in advance and decide such things as how often students w ill write , wh at you will do if a student forgets to send an email, and wha t your goals for the exchange are. Remind students to keep a copy of every letter they send and receive. If they print out th eir copies, they can use them to look for both new and fam iliar language, and can easily monitortheirown progress. Periodically, have students share informa tion about th eir keypals and the writin g process in groups during class time. Again, do not grade students on gram mar or spelling, but you may choose to give them credit for each email sent on tim e or give general marks such as and / + based on effort or the length o f the emails. Keeping a reading jou rn al Reading is anoth er good way for stu dents to build their writin g fluency because it exposes them to a range of writin g genres, language structures, and vocabulary. Encourageyourstudents to read in English outside of class .They may choose to read magazine articles, English language readers, newspapers, we bsite s,etc . If your students are not keeping a writ ing journa l,you may wish to have them keep a readin gjou rnal. After they have read a certain a mou nt (for example, two pages, 30 minutes, or one week), they w rite a short sum mary o f wh at they have read and give the ir personal reaction or opinion about the topic. Like writin g journals , reading journ als can be collected every week or less often, depending on your schedule, and should not be graded on grammar or writing but rather on tim ely completion and effort.
Classroom management Pair work Many of the exercises in the S tudent Book ask students to work w ith a partner. Depending on the exercise, this may involve students working firs t ind ividually and then com paringtheirwork with a classmate;talking
