writing is driving me nuts

WRITING IS DRIVING ME

NUTS

Equip ICE

01/06/2018

1

Equip ICE d’Anglès de Secundària

Àngels Carreño

Dolors Llas

Eva Vidal

Fina Miquel

Maite Fernández

Maria Nabau

Mireia Olarte

Montse Irun (coordinator)

Sílvia Cantons

Els textos i gràfics publicats en aquests materials estan subjectes a una llicència Creative Commons. La llicència completa es pot

consultar a http://creativecommons.org/licenses/by-nc-sa/4.0/

With the support of

GENRE TYPE OF TEXT CONTENT /

TOPIC IDIOM STRATEGIES OUTCOME PAGE

De

scri

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on

Description Place 1.-All Roads Lead to Rome Prewriting Email to a friend 6

Description Person 2.- Beauty is in the Eye of the

Beholder

Planning Who is who 15

Description Object 3.-That’s Just the Ticket! Drafting Description in an online auction service 27

Arg

um

en

tati

ve

Opinion Essay Any topic 4.-A Picture is Worth a Thousand

Words

Planning Article for a magazine 34

Opinion essay Any topic 5.-Slow and Steady Wins the Race Drafting Essay about banning homework 42

For and against Any topic 6.-Picture This! Drafting Essay about movies in the cinema or at home 52

Review Film / book 7.-The Show Must Go on Revising and editing Review for the library book 59

Nar

rati

ve

Article Predictions 8.-Only Time will Tell Prewriting A news article for school digital magazine 66

Story Biographies 9.-Variety is the Spice of Life Planning Biography for a Wall of Fame 75

Story Experiences 10.- Experience is the Best Teacher Drafting Narrate an experience 87

Story Plans 11.-The Best-laid Plans Go Astray Revising and editing Email telling plans for exchange programme 93

Co

nve

rsat

ion

al Formal Mail Complaining 12.-The Ball is in your Court Prewriting Email complaining about a problem with a new

mobile 101

Informal mail Holidays 13.-Have you ever Been on a

Busman’s Holiday?

Planning e-mail explaining the last holidays 110

4

These are a series of units designed by ESO teachers for ESO students who have to pass

the External Examination of Competències Bàsiques de 4t ESO. This exam consists of

three parts: listening comprehension, reading comprehension and written production.

Traditionally, the written part of this test is the one with the lowest marks. The aim of

the authors of these thirteen units was to give 4th ESO English students the necessary

practice to achieve their best written competence.

The writing activities from the first test onwards were analysed. The two most well-

known approaches to writing teaching -process writing and writing as a product- were

also studied. As a result of those reflections, these units were designed.

Written language also implies the knowledge of different types of text. Students need to

be aware that, depending on the type of text, the structure to organise ideas varies. The

type of text is chosen according to its different objectives and purposes. The units also

provide examples of the texts to be written, which learners analyse and can use as

models.

The units follow the guidelines in the Curriculum for ESO Generalitat de Catalunya

(2015) as their aims are to achieve the Basic Competences related to writing:

7. Plan written texts of several genres using elements from the communicative situation. 8. Produce written texts of several genres and formats applying textualization strategies. 9. Revise the text to improve it according to the communicative purpose by providing supports.

All the units follow these three main moments -planning, production and revision-, and

encourage reflexion and assessment on all of them. However, each unit focuses

particularly on one of these aspects so that students are provided with more strategies

that they can use when they are not given that scaffolding and are working

autonomously.

Each of the tasks is divided into different phases taking into account the writing process

stages: generating ideas, developing and organizing the ideas, and revising and editing

them. Effective writers go through these stages until they are satisfied, and the text

achieves its purpose. By adopting this writing process approach, students will feel more

comfortable and will build their confidence as writers. The different stages are as

follows:

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1. START ENGINES (Warming up stage): In this stage, students start thinking about the

topic they will have to write about so that their previous knowledge is enhanced and

expectations are arisen.

2. WARM UP LAP (Prewriting stage): In this stage, students identify the reader of their

piece of writing: who they are going to write to. Defining the audience is important

because it affects the content (what is said), and the form and features (how it is said).

The intended audience may vary in age, background knowledge, experience, and

interest; all these being relevant to make the correct choice of text type, language,

register and format.

Students also think of the topic and the purpose for the writing. The purpose refers to

the reason for writing and the outcome. Some texts inform, explain, review, outline, and

describe. Other texts aim at convincing the reader of a particular viewpoint: they

request, persuade, assess, recommend, propose, forecast, and entertain. The purpose

for the writing will also affect the selection of content, language, and form.

3. HANDS ON WHEEL (Planning stage): In this stage, students start brainstorming ideas

that can be included in their writing and they may ask who, what, where, when, why

and how (5W+H).

4. PRESS THE PEDAL (Drafting stage): In this stage, the ideas are presented according to

the structure of the text and the paragraphs are organized. Students need to know how

to organize what they have learned about the topic into a well-structured whole. They

need to know how to start an appropriate text; how to link ideas in logically connected

paragraphs that contain enough supporting detail; and how to conclude with an

adequate ending.

5. REPLAY THE RACE (Revising and editing stage): In this stage, students revise the

text, either with their peers or in a group. They try to give the text coherence and

cohesion. Finally, they improve the text by considering the comments in the

feedback. The text is then ready to be published.

Unit 1

All Roads Lead to Rome

“All Roads Lead to Rome” is a unit aimed at making students aware of the importance

of the pre-writing stage in the writing process. The objective is to write the description

of a place. The outcome is an informal email addressed to a friend who would like to

spend a weekend somewhere off the beaten track.

“All Roads Lead to Rome” és una unitat que té com objectiu fer conscient a l’alumnat de

la importància de tenir clar què i a qui s’escriu en el procés d’escriptura. L’objectiu és

escriure la descripció d’un lloc. El producte final és un correu electrònic a un amic que

vol passar un cap de setmana visitant un lloc que no sigui molt turístic.

© Cantons, Carreño, Fernández, Irun, Llas, Miquel, Nabau, Olarte & Vidal

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All Roads Lead to Rome

At the end of this unit, you will be able to write to a friend describing a place in your village or

town, paying special attention to the prewriting stage.

START ENGINES

Warming up stage

What does the idiom in the title mean?

Why do you think that is the title of this unit?

Which is your favourite town or village?

Why do you like it?

WARM UP LAP

Prewriting stage

You have received a mail from your exchange friend. He is coming to your city to visit

you. He has visited you a couple of times before and has already seen the most popular

places in your town/village. This time he has asked you to take him somewhere he hasn't

been to before. Think of a special place where you could spend the day and answer his

mail including a description of the place you are going to visit. Write about 100 words.

From: Peter Malone

To: You

Hi!

I finally booked the tickets last night so I'm arriving at about 8pm on Friday. I'm

really looking forward to seeing you! So ... Where are you going to take me? Please

take me somewhere off the beaten track* this time! I should take the train back home

on Sunday morning so, please, plan something new for Saturday.

Love,

Peter

*Off the beaten track: away from the frequently travelled routes.


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1.- Analyse the task you should do by filling in this table.

What do you have to write about?

Who is going to read it?

What is the reader’s age? What’s the relation to the reader?

Why do you have to write it?

What type of text do you have to write: description, dialogue, narrative, …?

What type of language will you use: formal or informal?

2.- Read the instructions again. Underline the key words which show what exactly you

should write about.

You have received a mail from your exchange friend. He is coming to your city to visit

you. He has visited you a couple of times before and has already seen the most popular

places in your town/village. This time he asked you to take him somewhere he hasn't

been to before. Think of special place where you could spend the day and answer his

mail including a description of the place you are going to visit. Write about 100 words.

3.- Answer if this is true or false of your task.

a.- Your text can be as long as you want.

b.- You have to plan a visit to a popular place in your town.

c.- You have to think of activities for 3 days.

d.- You have to answer his email.

4.- Now think about the answer to Peter Malone’s email.

a.- What town/village are you going to visit?

b.- What will you visit there?

c.- What day of the week are you going to do the tour?

d.- Which activities will you do in the morning?


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e.- Where will you have lunch?

f.- What place will you visit after lunch?

g.- Wat is it like?

h.- Does it have any outstanding feature?

i.- Which activities will you do in the evening?

j.- Where will you have dinner?

k.- What will you do at night?

l.- Are all the activities off the beaten track?

HANDS ON THE WHEEL

Planning stage

1.- Read this example answer. Do you think they will enjoy the day?

You have finished the prewriting

stage.

Use the tips above to prepare for

writing.


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Hi!

I'm really looking forward to seeing you too. This time I'm going to take you to Horta-

Guinardó, a residential district in Barcelona, further out from the centre and relatively

unknown.

In the morning, we’ll play football at Parc del Guinardó while we take in some views of the

city. At midday, we’ll have some delicious tapes at Xerrimba restaurant.

After lunch, we'll get lost in the Laberint d'Horta, considered Barcelona's oldest and one

of the most beautiful parks. This stunning park is divided into two different gardens: an

older one, in neoclassical style and a newer one, in Romantic style. Inside the neoclassical

garden, there’s an impressive labyrinth which is the central element of the park. Above the

Romantic park, you can find a charming canal full of swans and ducks and a picturesque

bridge.

In the late evening, we’ll go to the bowling while we have a burger in its garden terrace.

After that, we’ll go to Plaça Espanya and enjoy the music in the Montjuïc fountains.

These activities will help you unwind from your exams as the places are so different from

the bustling city centre. I think you'll enjoy the day :)

Love,

Ann

2.- Let’s look at the structure. Match the paragraphs to their description.

3.- Let’s look at the language. Tick the items and find an example in the text.

Activities in the morning

Final comments and wishes

Activities in the evening

Destination and general

description

Activities in the afternoon

and description of the place

and


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YES / NO IF YES, EXAMPLE

Formal language

Contractions

Phrasal verbs and idioms

Adjectives describing

places

Verbs in the past

Verbs in the future

Time connectors

Emoticons

4.- Match the following words used to describe beautiful places with their definitions.

a. bustling 1.visited by lots of tourists

b. charming 2.interesting in a unique or unusual way

c. picturesque 3.somewhere with lots of things going on

d. touristy 4.extremely beautiful or attractive

e. lively 5.crowded, busy place

f. stunning 6.nice, very pleasing

Do these adjectives appear in the e-mail? Underline them in the text.

PRESS THE PEDAL

Drafting stage

1.- Use the information about your plan for next Saturday and complete the following

layout.


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Destination and general

description

Activities in the morning

Activities in the afternoon +

lunch + description of

the place

Activities in the evening +

dinner

Final comments and wishes


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2.- Now let´s put pen to paper and start writing your email. Remember to use the model

and the vocabulary dealt with.


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REPLAY THE RACE!

Revising and editing stage

1.- Get into groups of 3. Exchange your assignments with another group. Read the emails

in your group and tick the correct cell.

YES NO EXAMPLES

CO

NTE

NT

You know what places they will visit

You know where they will have lunch and dinner

There are activities to do in the morning,

afternoon, and evening

All the activities are off the beaten track

There is a detailed description of one of the

places

STR

UC

TUR

E

There is a greeting and a farewell expression

There are three paragraphs minimum

There are final comments and wishes

There are emoticons

GR

AM

MA

TIC

AL

ASP

ECTS

There are contractions

There are adjectives to describe places

There are verbs in the future

There are time connectors

2.- Give back the pieces of writing and the checklist to their original owners so that they

can write the final version.

Unit 2

Beauty is in the Eye of the Beholder

“Beauty is in the Eye of the Beholder” is a unit aimed at making students aware of the

importance of the planning stage in the writing process. The objective is to write the

description of a person so that other people can guess who he or she is. The outcome is

an adapted version of the famous game “who is who®”.

“Beauty is in the Eye of the Beholder” és una unitat que té com objectiu fer conscient a

l’alumnat de la importància de la planificació en el procés d’escriptura. L’objectiu és

escriure la descripció d’una persona per tal que altres persones puguin endevinar de qui

es tracta. El producte final és una versió adaptada del famós joc “qui és qui”®.


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Beauty is in the Eye of the Beholder

At the end of this unit, you will be able to write a description of a member of your

school staff as part of a guessing game, paying special attention to planning.

START ENGINES

Warming up stage

What does the idiom mean?

Have you ever played “Who is Who®”?

Are you good at playing Pictionary®?

WARM UP LAP

Prewriting stage

You are welcoming an English school exchange in a couple of weeks. You have already

been in touch with the students from England via e-mail and now you know who your

partner is and some basic information about him/her. You have even sent each other

pictures so that you can recognise your partner as soon as you meet. You want to make

your new friends feel at home here and, also, feel part of your community and school

while they are staying with you. That’s why you have prepared a Who’s who game so

that they get to know not only their partners, but also some teachers and members of

the school staff. You are going to write an accurate description of one of them (teachers,

caretakers, staff at the school canteen, cleaners) and send it to your English pal. You will

also write some hints on his/her personality. When they are here, one of the first

activities they will do is to try to match the description you sent them with a picture of

the person and with the real person. Use about 100 words.

1.- Look at the student sitting next to you. What physical aspects do you have in

common? What is different?


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My partner IN COMMON Me

Did you mention your feet/hands in the previous question? Why (not)?

What is relevant when describing a person physically? Which aspects should you

mention in the description?

2.- Write down two adjectives to describe your personality and two to describe the

student sitting next to you. Then, write down what your partner wrote.

Me My partner

I wrote… He wrote… I wrote… He wrote…

Did you write the same adjectives?

Do you think s/he was right about you?


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HANDS ON THE WHEEL

Planning stage

1.- Can you guess who is the person described in the text below?

He’s __________________________________

2.- Which information can you find in the description?

2.1. The first paragraph tells us about __________________________

A. What does “He is in his early thirties” mean? How old do you think he is?

How could you say he is 39? _____________________________________

32? ____________________________________

35? ____________________________________

He is definitely my favourite football player. He is in his early thirties, very tall and athletic. He seems to be very fit and strong, especially in summer when he is tanned because he spends a lot of time outdoors. He has short, straight, brown hair but I guess it was much lighter, perhaps blond when he was a child. His forehead is wide with some wrinkles which make him even more attractive. He has beautiful almond-shaped intense blue eyes, long eyelashes, and rather bushy eyebrows. His nose is straight. It looks like a nose from a Greek statue. He has full lips. I would say a rather big mouth with big perfect white teeth and an irresistible smile.

He usually wears sport clothes because of his job: his team tracksuit and trainers which always look new and clean. When he is not training, he wears casual clothes: jeans and T-shirts, polo shirts or fashionable loose jumpers and expensive white leather sport shoes, although we can also see him wearing smart clothes such as blazers, shirts and even a tie on special occasions.

I’m not so lucky to know him personally but I think he is open-minded and optimistic. He often smiles, so I think he is friendly and cheerful. He looks very tender and loving with his girlfriend and children. From some of his tweets, I guess he is clever, ironic, and witty.

Perhaps he is not the best footballer in the world, but he is the most handsome. Can you guess who s/he is?


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B. Which parts of the body does the description mention? What does it tell us about

them? Fill the details in the grid:

Hair Forehead

C. All the parts of the body referred to have been described with adjectives, very often

more than one adjective has been used. Pay attention to the adjective order.

• He has short straight brown hair

Length Shape Colour

D. Let’s review some vocabulary to describe hair: length, shape, colour

- Did you write any of these?

- Add them to the different categories.

streaked, ponytail, brunette, honey-blond, bun, receding, permed

spiky, with a mid-parting, dyed, frizzy, white, golden-brown

balding, braids, pigtails, extensions

perme


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• He has beautiful almond-shaped intense blue eyes.

Opinion shape colour

- Where should you add whether his eyes are big / small?

- Write two or three more words under each category.

E. Other parts of the body. Vocabulary work.

- Sort these words out. Make sure you know their meaning:

Body Skin and

complexion

Face Other

oval, wrinkled, with spots, chubby, skinny, moustache, round, goatee, snub

tanned, beard, hooked, protruding, plump, clean-shaved, square, muscular

heart-shaped, pale, with a mole, prominent, broad-shouldered, sideburns, unshaven


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When describing somebody physically, you should go from general (general appearance,

age, height, complexion) to particular: hair, eyes, nose, mouth… or any other distinctive

features (moles, moustache). Do not forget to mention aspects which may make the

person special (very big hands).

2.2. The second paragraph tells us about ___________________. Again, the order of

the words we use to describe clothes is very important. You cannot use them as you

want. The usual adjective order is:

ARTICLE OPINION SIZE COLOUR MATERIAL NOUN

A

A pair of

fashionable

expensive

loose dark green

white

woollen

leather

jumper

sport shoes

You won’t always use so many adjectives, but it is important to respect this order.

If a noun complements another noun, it also goes before it, just next to it. e.g. expensive

sport shoes (the main noun here is “shoes”, the noun “sport” tells us which kind of shoes

they are)

A. Try to describe the clothes you and your partner are wearing today. Use as many

adjectives as possible:

I’m wearing…

ARTICLE OPINION SIZE COLOUR MATERIAL NOUN


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2.3. In the third paragraph, some clues are given about the person’s character and

personality.

A. Read these adjectives to describe personality. Make two lists. Which are positive?

Which ones are negative?

Positive Negative

ambitious annoying bad-tempered big-headed brave cautious conceited kind

conservative coward charming cheerful dull friendly generous hard-working shy

honest loyal mean moody narrow-minded open-minded polite proud stubborn

reliable self-confident sensible sensitive strict sympathetic talkative trustworthy

intelligent witty sincere selfish humble affectionate adventurous practical bossy


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b. Be careful with the use of connectors. Rewrite this sentence using “because” instead

of “so”.

• He often smiles, so I think he is friendly and cheerful.

……………………………………………………………………………………………………………………

Write three more sentences using adjectives from above and “so” or “because”.

1.

2.

3.

2.4. The last paragraph is just a round-up or sort of conclusion to finish the description.

3.- Decide who you want to write about.

Think of which aspects you are going to describe. Remember the different paragraphs

and parts of the composition: physical description, clothes, personality etc and take

notes about each of them. What is special, or which characteristics of this person stand

out? What would you like to emphasise?

DO NOT say who it is. Your classmates first and the foreign students will try to guess!

Ask politely to “your” character if you can take a picture of him/her.

You have finished the planning

stage.

Use these tips to prepare for

writing.


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PRESS THE PEDAL

Drafting stage

Write the draft.

Physical appearance

Clothes

Personality

Last paragraph


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REPLAY THE RACE!


1.- Read your description and fill in the grid below (under “my description”). Answer yes/

no for each item.

My

description

My

partner’s

Are different paragraphs used for different aspects?

Is there a physical description?

Are clothes described?

Is personality also described?

Does the description follow an order?

Is the vocabulary rich and varied?

Are there connectors?

Is enough detail given?

Is the use of adjectives correct?

Is the order of adjectives correct?

Are there NOT many spelling mistakes?

Are there NOT many grammar mistakes?

(subject, 3rd person -s, correct tenses…)

Is it easy to identify the person it describes?

Exchange writings with your partner. Read your partner’s description.

It is a description of ……………………………………………


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Did your partner follow the tips and use the new vocabulary? Analyse your partner’s

description and complete the grid (under “my partner’s”). Try to correct the mistakes

you find in your partner’s description.

Give your partner’s composition back.

Re-write your composition taking into account your and your partner’s remarks.

Unit 3

That’s Just the Ticket!

“That’s Just the Ticket” is a unit aimed at making students aware of the importance of

drafting in the writing process. The objective is to write an ad to sell a watch. The

outcome is an ad where the watch is described. The possible buyers of the watch are

the target audience for the ad.

“That’s Just the Ticket” és una unitat que té com objectiu fer conscient a l’alumnat de la

importància d’escriure una primera versió en el procés d’escriptura. L’objectiu és

escriure un anunci per a vendre un rellotge. El producte final és un anunci on es descriu

el rellotge. Els possibles compradors del rellotge són el lectors de l’anunci.


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That’s Just the Ticket!

At the end of this unit you will be able to describe an object for an online marketplace,

paying special attention to the drafting stage.

START ENGINES

Warming up stage

Do you know the meaning of the idiom “just the ticket”?

Have you or your parents ever bought or sold anything on the Internet?

Have you ever heard about any online marketplace? Which one?

Do you think it is a good idea to buy or sell objects you don’t need on the Internet? Why/

why not?

WARM UP LAP

Prewriting stage

On your 16th birthday, your parents organised a surprise party for you and your family

and one of your aunts gave you a wrist watch. You are not going to wear it and, as you

didn’t want to hurt your aunt, you kept it and didn’t comment anything. After discussing

it with your parents, you decide to sell it on an online auction service and buy something

practical for you with the money.

Write a description of the watch you want to sell online. Write about 100 words.

1. - Look at this list. Which of these features can you use to sell a watch on the Internet?

Put a tick.

Taste Texture Price Shape Colour Country of origin Size

Functions Accessories Material Smell Condition Picture Weight


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HANDS ON THE WHEEL

Planning stage

1. - Now, look at these words and write them in the correct column of the table.

Size and shape Material Weight Colour

Opinion Price Functions Other

2. - These are the most common parts of a wrist watch. Write them in the appropriate place.

strap case hour hand minute hand crown calendar window second hand

sporty expensive accurate water-resistant solar-powered automatic glass anti-scratch metal water-proof mechanical round leather cool

dark brown steel battery-powered plastic heavy sapphire crystal glass black solid small light lithium battery countdown timer alarm clock


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3. - Read this brief description of someone’s favourite possession and complete the

gaps:

4. - To write a description of an object, you will have to bear in mind the following

aspects:

* Vocabulary (parts, materials, features, functions)

* Purpose

* Target audience

One of my favourite possessions is my watch. I got it for my birthday

last year. I wear it every day and I only take it off when I go to bed.

It’s got a 1_________________________ frame and a round face protected by

2_________________________. It’s got a stainless 3__________________________ strap.

It’s water-resistant, but I never have a shower or swim with it because

I am afraid it might ruin the mechanism. Also, it is

4_________________________ so you don’t have to worry about changing the

battery or winding it up. It’s a bit heavy but I don’t mind. I think it

looks really cool, and 5________________________. It’s very accurate and this

means I’m never late for school!


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Read the example in activity 3 (the description of a watch) and try to answer these

questions:

-Vocabulary:

1. What parts does the watch have? _____________________________________

2. What is it made of? What features/qualities does it have? _________________

_________________________________________________________________

3. Which uses does it have? _____________________________________

-Purpose:

1. Why are you writing this description? (to sell something; to entertain; to inform,

etc.)

_________________________________________________________________

-Target audience:

1. Who are you writing to? (friends, children, the general public, classmates, etc.)

_________________________________________________________________

PRESS THE PEDAL

Drafting stage

1.- Now write your first draft. At this stage, you should bear these tips in mind:

✓ Let your ideas and words go onto the paper.

✓ Do not spend time fixing anything.

✓ Do not change anything.

✓ Do not worry much about spelling or grammar.

✓ If you get stuck in a paragraph, skip it, move on, and go back later.

✓ Don’t worry if you are not completely satisfied with your draft.


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Ready? Start writing in the following chart. Follow the ideas given in each part. Add a

picture of the watch:

Introduction (Introduce the product: say which watch you want to sell and

why)

Body (key features of the watch, its condition -new, second-hand, almost

new- what is included in the package, who your watch is for -ideal for

sportspeople, businesspeople, children-)

FIRST DRAFTS DON’T HAVE TO BE

PERFECT. THEY JUST HAVE TO BE

WRITTEN


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REPLAY THE RACE!


1.- Get in groups and exchange your descriptions with another group. Discuss the

following:

• Which watch would you buy? Why?

• What has influenced your choice? The features of the watch? The way it is

described? Or the picture?

• How can the description be improved? What would you change to make it

better? Write notes on the descriptions and give them back to your classmates

2.- Go over your writing. Now you can change and correct it taking into account your

classmates’ comments.

Conclusion (why the watch should be bought from you, personal comments, ...)

This is the end of the drafting stage.

What have you learnt?

Unit 4

A Picture is Worth a Thousand Words

“A Picture is Worth a Thousand Words” is a unit aimed at making students aware of the

importance of the planning stage in the writing process. The objective is to write an

opinion essay on uploading photographs in social networks and, thus, decide whether

students are photosceptic or photofanatic. The readers of the school magazine are the

target audience for the article.

“A Picture is Worth a Thousand Words” és una unitat que té com objectiu fer conscient

a l’alumnat de la importància de la fase de planificació en el procés d’escriptura.

L’objectiu és escriure un article d’opinió sobre el fet de pujar fotos a les xarxes socials i

així decidir si els alumnes són fotoescèptics o fotofòbics. Els lectors de la revista de

l’institut són l’audiència de l’article.


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A Picture is Worth a Thousand Words

At the end of this unit, you will be able to write your opinions about uploading

photographs in social networks, paying special attention to planning.

START ENGINES

Warming up stage

Is there a similar proverb in your mother tongue?

How many photographs do you usually upload in your social networks per day?

What message do they try to communicate?

WARM UP LAP

Prewriting stage

The editing team of the high school magazine have decided to analyse teenagers’ use of

social networks. Next month, an issue including interviews with professionals and

scientific research will be published. Editors would like to know the readers’ opinions

about being a photofanatic. You have decided to send an opinion essay entitled “Are

you a photofanatic?” Use 100 words.

- What is the topic you are going to write about? ………………………………………………

- Who is going to read it? ……………………………………………………………………………………

- What type of text do you have to write? …………………………………………………………

-Are you going to use formal or informal register? ………………………………………………


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HANDS ON THE WHEEL

Planning stage

1.- Read this opinion essay and write the numbers next to the correct paragraph:

1. Introduce the issue

2. Present reasons, facts and examples to supports your opinion

3. Restate your opinion

4. State your opinion

5. Summarise your arguments

SHOULD SCHOOLS GIVE PRIZES FOR HIGH MARKS?

Many schools give prizes to students who achieve academic success. Many educators

would argue that such rewards help motivate students. They believe that young people

will work hard in order to win a prize. However, I disagree with this practice.

First of all, rewarding academic success is unfair to many groups of students. For

instance, some students can score high marks in tests without studying, while others

may try really hard but still not achieve good results. Moreover, students with learning

difficulties often have little chance of winning such awards. The same is true for students

who suffer from exam anxiety. They get nervous in exams and perform poorly, even

though they know the material.

Secondly, rewarding students for high marks sends the message that the school values

academic achievement over things such as character development and contributing to

the community. I feel that if students are to be given prizes, it should also be for their

achievements in areas such as sport and doing volunteer work in the community.

In conclusion, I do not think it is a good idea for schools to give prizes to the students

with the highest marks. This discriminates against certain groups of students and

emphasises one part of school. Schools should find other ways to motivate and reward

all students, not just those who achieve academic success.

Adapted from Swanson & Thomas (2016) Burlington International English B2. Burlington Books.

2.- Is the author for or against giving prizes for high marks? ……………………………………..


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3.- Have a look in paragraphs 2 and 3 and complete the following table.

Reasons / facts to support the opinion Examples to provide illustration

4.- Classify the connectors that appear in the cloud. There are some extra connectors.

CONTRAST

ENUMERATION

ADDITION

EXEMPLIFY


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6.- Underline the connectors from the word cloud that appear in the previous opinion

essay.

7.- Are there any modal verbs to introduce suggestions in the text? Can you add more

to this list?

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

8.- Is “In conclusion, I do not think it is a good idea…” an example of formal or informal

language? Why? ……………………………………………………………………………………………..

9.- Now think you have to start planning the body of your composition. Think about

paragraphs 2 and 3 and complete the following table.

Reasons / facts to support the opinion Examples to provide illustration

You have finished the planning stage.

Use these tips to prepare for writing.


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PRESS THE PEDAL

Drafting stage

1.- Write the draft version of your opinion essay.

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

…………………………………………………………………..

Introduce the topic

and state your

opinion

Fact 1:

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………

Fact 2:

…………………………………

…………………………………

…………………………………

………………………………..

Fact 3:

…………………………………

…………………………………

…………………………………

…………………………………

…………………………………

Example:

………………………………

………………………………

…… Example:

………………………………

………………………………

Example:

………………………………

………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

………………………………………………………………………………………..

Summarise your

arguments and

restate your opinion

Linking Word: ………………………………….


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2.- Write next to each arrow the linking words that you are going to use.

3.- Write the draft version of your composition.

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………


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REPLAY THE RACE!


1.- Go over this list and put examples of each item from your partners’ composition.

EXAMPLE

A modal verb to suggest an idea

A linking word to enumerate

A linking word to summarise

An expression to introduce an example

An expression to exemplify formal language

YES NO

Is there a title in the composition?

Has it got at least 3 paragraphs minimum?

Are there at least two facts to support your opinion?

2.- Rewrite your composition at the light of your partners’ comments.

Unit 5

Slow and Steady Wins the Race

“Slow and Steady Wins the Race” is a unit aimed at making students aware of the

importance of the drafting stage in the writing process. The objective is to write an essay

reflecting on banning homework. The outcome is an essay explaining the pros and cons

of homework.

“Slow and Steady Wins the Race” és una unitat que té com a objectiu fer conscient

l’alumnat de la importància de la fase d’escriure un primer esborrany en el procés

d’escriptura. L’objectiu és reflexionar sobre la prohibició dels deures. El resultat

d’aprenentatge és una redacció explicant els avantatges i inconvenients que tenen els

deures.


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Slow and Steady Wins the Race

At the end of this unit, you will be able to write an essay with the pros and cons of

homework, paying special attention to the drafting stage.

START ENGINES

Warming up stage

How long do you spend on homework every day?

Do you think you are learning while you are doing homework?

Do you think you have too much homework? Explain.

WARM UP LAP

Prewriting stage

Some time ago, British pupils got, on average, two and a half hours homework but some

experts believed more homework didn’t lead to better results. So, the government

changed the guidelines to give less homework.

Here in Spain, the issue of homework has also been raised. Some parents’ associations

have complained students have too much homework. Do you think students should

have a say before a decision is taken?

1.- Below there is a chart about the average homework time per week in different

countries. In pairs, take a guess and match the countries and the average homework

time.


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Hungary Ireland Poland Spain Italy

(See answer at the end of the unit)

2.- Once you know the answers, have you been surprised about the time spent on

homework in Spain? Why?

3.- Have a look at these two websites and read the reasons given in order to ban

homework.

https://www.change.org/p/ministerio-de-educaci%C3%B3n-por-la-

racionalizaci%C3%B3n-de-los-deberes-en-el-sistema-educativo-espa%C3%B1ol

https://you.38degrees.org.uk/petitions/ban-homework-in-primary-schools

Would you support campaigns like these?

To help you make up your mind, your teacher wants you to reflect on the pros and cons

of homework writing an essay (100 words).

HANDS ON THE WHEEL

Planning stage

1.- To plan your writing you’re going to use a mind map. Start with the topic in the

middle, and then proceed with keywords that branch off from the two bubbles: one with

advantages and one with disadvantages. Write any words/ideas that come to your mind

related to the topic.

https://www.change.org/p/ministerio-de-educaci%C3%B3n-por-la-racionalizaci%C3%B3n-de-los-deberes-en-el-sistema-educativo-espa%C3%B1ol

https://www.change.org/p/ministerio-de-educaci%C3%B3n-por-la-racionalizaci%C3%B3n-de-los-deberes-en-el-sistema-educativo-espa%C3%B1ol

https://you.38degrees.org.uk/petitions/ban-homework-in-primary-schools


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2.- To plan your writing you also need to know about the essay structure of a for and

against essay. Write numbers 1-4 to put the paragraph topics for the essay in the correct

order.

Conclusion – writer’s opinion

Introduction – the situation

Arguments for homework

Arguments against homework

3.- Read the following essay and label the different parts according to the organization

above.

Reality TV shows TV shows are very popular on television nowadays. There are different types of

programmes where contestants have to sing, cook or live naked in a jungle. Some people

like them, while others hate them.

First, I think that, because of the great variety of programmes, people can choose the

option they prefer, according to their interests. In addition, in these programmes,

talented singers, dancers or chefs have the opportunity to become famous. Another

advantage is that the participants can have amazing experiences that will change their

lives.

On the other hand, some people believe that reality TV shows are a waste of time.

Sometimes you are only watching people hanging around in a house, doing nothing.

Also, in some shows the participants have to face risky or dangerous situations. Another

disadvantage is that you can get bored after 10 seasons of the show with the same

format.

To sum up, in my opinion reality TV is good entertainment, if you can find a programme

that suits you.


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PRESS THE PEDAL

Drafting stage

Before you start writing your draft, have a look at these tips.

1.- Classify the linking words and expressions in the category they belong to:

for example also however because finally besides so on the other hand

such as too as a result in contrast firstly to sum up next but in short

lastly in addition for this reason to conclude

to indicate contrast to provide illustration to add information

to show

cause/consequence

to conclude to show sequence

➢ Organise your essay in 4 paragraphs: Introduction, Arguments for, Arguments against and Conclusion.

➢ Start each paragraph with a word or phrase so the reader knows what to expect, for example, Firstly, On the other hand, To sum up ...

➢ Use linking words.


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2.- Now use the ideas from the mind map to create your draft.

Introduction

Topic:

..........................................................................................................................

General introduction:

.........................................................................................................................

.........................................................................................................................

Arguments for

Linking word to start a paragraph: …………………………….

First argument :

..........................................................................................................................

.........................................................................................................................

Examples/details for your argument:

..........................................................................................................................

.........................................................................................................................

Linking word: …………………………….

Second argument:

.........................................................................................................................

.................................................................................................................... .....


................................................................................................................. .........

............................................................................................................ .............


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Arguments against

Linking word to start a paragraph: …………………………….

First argument :

................................................................................................................. .........

........................................................................................................................ .


.............................................................................................................. ............

.........................................................................................................................


Second argument:

................................................................................................................. ........

.......................................................................................................................


.........................................................................................................................

.........................................................................................................................

Conclusion


Summary of arguments /Opinion

..........................................................................................................................

..........................................................................................................................

You have finished the drafting stage.



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REPLAY THE RACE!


1.- Go over your writing. Revise and edit it. Create your own checklist –highlight or

underline the things which you think are most important. Choose a maximum of

two/three items from the box. When you have finished, in groups of four, compare your

list with other students’ lists. Create a group list which you’re going to present to the

class. The class should reach an agreement on the items that are going to be checked

for the whole group.

Adequacy and content

• Is it clear why you wrote the text?

• Is it clear who you wrote to?

• Did you use the correct style of writing?

• Did you use formal/informal language correctly?

• Is the length of the text the one required?

• Did you give enough information?

• Did you answer the question/questions fully?

• Is all important information included?

Coherence and cohesion

• Are the ideas in a logical order?

• Is the number of paragraphs appropriate?

• Is punctuation correct?

• Did you use different linking words?

• Is the information in the text relevant?

Vocabulary

• Did you use appropriate vocabulary?

• Did you use a wide range of vocabulary (not repetitive? Synonyms and antonyms?)

• Did you use any false friends?

• Did you invent words?

• Did you translate words/expressions from Catalan (without using a dictionary)?

• Did you use the correct spelling?

Grammar

• Did you use the correct tenses?

• Did you put adjectives before nouns?

• Present: did you use –s in the third singular person?

• Past: did you use the correct form of regular or irregular verbs?

• Did you use the correct prepositions of time?

• Did you use the correct word order: subject + verb + complements?


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• Did you put a subject in a sentence?

• Did you use the correct possessive adjectives?

GROUP CHECKLIST

✓ ....................................................

✓ ....................................................

✓ ....................................................

✓ ....................................................

✓ ....................................................

✓ ....................................................

✓ ....................................................

✓ ....................................................

CLASS CHECKLIST

✓ ....................................................

✓ ....................................................

✓ ....................................................

✓ ....................................................

✓ ....................................................

✓ ....................................................

✓ ....................................................

✓ ....................................................

2.-Write the final version of your essay: For and against homework.


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3.- Use the class checklist and revise and edit your draft. Write the final version of your

essay.

4.- Do you think writing the essay has helped you clarify your ideas and helped you to

make a decision about the necessity of homework? Discuss it in the class. Are you, as a

group, ready to sign the petitions of the websites you have visited?

Answers to activity 1 in Prewriting stage:

1.- Italy 2.- Ireland 3.- Poland 4.- Spain 5.- Hungary

Unit 6

Picture This!

“Picture This!” is a unit aimed at making students aware of the importance of the

drafting stage in the writing process. The objective is to write a for and against essay on

watching a movie at home or at the cinema.

“Picture This!” és una unitat que té com a objectiu fer conscient l’alumnat de la

importància de fer primeres versions en el procés d’escriptura. L’objectiu és escriure un

assaig amb pros i contres sobre si és millor mirar una pel·lícula a casa o al cinema.

Cantons, Carreño, Fernández, Irun, Llas, Miquel, Nabau, Olarte & Vidal

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Picture This!

At the end of this unit, you will be able to write a for and against essay of watching a movie at

home or at the cinema, paying special attention to drafting.

START ENGINES

Warming up stage

Look at these two pictures. What are they?

How often do you watch a movie on TV? And at a cinema?

Do you prefer reading books or watching films?

WARM UP LAP

Prewriting stage

Your English teacher has asked you to write an essay with this title:

Is it better to watch a movie at home or at the cinema?


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1. Make a list of advantages of book over movies and vice versa.

Advantages of books over movies Advantages of movies over books

Each book, each character, each place is

slightly different for each reader.

Movies are easy to follow

2. Read the essay that follows and find out if the writer prefers watching the film

or reading the book.

Many books have been adapted for the screen, and some of these have become great

films. However, people who see the film version of a book they have read often say they

preferred the book. So, is it better to read the book or watch the film?

On the one hand, reading the book is often more enjoyable. Firstly, you are more actively

involved because you use your imagination to picture the characters. In a film, you are

passive, as the characters are presented to you and you don’t have to imagine anything.

Also, you enjoy the book for a longer time at your own pace. It can take days or even

weeks to finish, whereas a film is over in an hour.

On the other hand, watching a film can be more entertaining. A film is generally easier

to follow. Lots of details, for example, unimportant events, are usually left out. Another

advantage of the film version is that watching films is an experience you can share with


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friends. Therefore, you are more likely to find yourself discussing films rather that books

with friends.

To sum up, although reading is worthwhile and enjoyable, most of us don’t have to read

every good book. Consequently, in my opinion, seeing the film version is often the best

option, especially as you can discuss it with friends and it takes less effort to understand

the story.

Swanson & Thomas (2016) Burlington International English B2. Burlington Books.

3. Read the essay again and add advantages the writer mentions and you did not.

HANDS ON THE WHEEL

Planning stage

Once we have thought what to say in an essay (by reading, researching, or

brainstorming), it is time to start thinking about the essay. Read the essay again and

notice how the writer planned the essay:

a) Which paragraph presents arguments for both sides of the issue, with supporting

details and examples?

b) Which paragraph summarises the issue and states the writer’s opinion?

c) Which paragraph introduces the topic?

The essay presents arguments for both sides of the issue and supports the argument

with some explanation. Complete the chart below following the model.

Reason Explanation

Books require more active involvement Use imagination to picture the

characters


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PRESS THE PEDAL

Drafting stages

Once the essay is written, we need to make sure that the language is correct and that

you have used appropriate linking words. Find at least one connector in paragraphs 2

and 3 of the model above.

Connector of contrast

Connector of addition

Connector of example

Connector of opinion

Connector of ending

Your English teacher has asked you to write an essay with this title:

Is it better to watch a movie at home or at the cinema?

First, think about what you have to do. These are the activities we do when we are to

write an essay. Order them.

Submit

Brainstorming ideas

Writing draft

Planning

Writing Final draft

Editing draft and proofread

Writing outline

Now, start by brainstorming ideas.


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home cinema

cheaper

takes more time

Link the idea with an explanation.

Main idea Explanation

cheaper You do not have to pay

Write the first draft. Pay attention to the paragraphing.

Introduce the argument you do not agree with first, and

then the one you support.

Use connectors to introduce your ideas


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REPLAY THE RACE!

Revising and editing stages

Check that you have done it well.

YES / NO?

Is your content interesting?

Have you included 4 paragraphs?

Have you introduced the topic?

Have you presented the argument you do not agree with first?

Have you given explanations for your ideas?

Have you summed up your ideas in the last paragraph?

Have you used appropriate connectors?

Have you checked your grammar?

Have you checked your spelling?

Have you used effective punctuation?

Is your writing well presented?

Re-write your essay and hand it in once you have edited it.

Unit 7

The Show Must Go on

“The Show Must Go on” is a unit aimed at making students aware of the importance of

the revision and editing stage in the writing process. The objective is to write a book

review for the library blog. The outcome is a post in the library blog so that other

students can choose a novel.

“The Show Must Go on” és una unitat que té com a objectiu fer conscient l’alumnat de

la importància de la fase de revisió i edició en el procés d’escriptura. L’objectiu és

escriure una crítica d’una novel·la pel bloc de la biblioteca. El resultat d’aprenentatge és

un article al bloc de la biblioteca per tal de que els altres alumnes puguin escollir una

novel·la amb més informació.


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The Show Must Go on

At the end of this unit, you will be able to write an article for the library blog, paying

special attention to the revision and editing stage.

START ENGINES

Warming up stage

When do you usually hear the expression “the show must go on”?

Do you prefer the book or the film? Reading a novel or watching the film?

Have you ever read a film or a book review?

WARM UP LAP

Prewriting stage

Read the ad that follows. Think of the audience and plan your review.

Think about:

What should you write about? __________

Who will read your review? __________

How long must the review be? __________

TEEN NOVEL REVIEWS

Write a review of the best book you’ve read recently in

about 100 words.

The best reviews will be published in the school library

blog.


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HANDS ON THE WHEEL

Planning stage

Let’s start planning your review.

a) Which novel are you going to write about? _______________

b) What aspects of the novel do reviews cover? __________________________

_________________________________________________________________

_________________________________________________________________

1.- Read the model novel review and match the information below to the correct

paragraph.

a. Give background information and describe the story and characters.

b. Give your recommendation about who will enjoy the book.

c. Introduce the name and type of novel.

Harry Potter and the Goblet of Fire Harry Potter and the Goblet of Fire is the fourth novel in the Harry Potter series. The hero, Harry, is a young magician at Hogwarts school, who, together with his friends Ron and Hermione, has to fight against Lord Voldemort, an evil wizard.

The story takes place when Harry gets back to his magic school, Hogwarts, and the headmaster, Albus Dumbledore, announces that Quiddich, a popular wizard sport, matches are off. Harry is appalled. When he and the rest of the school are told there is going to be a competition between three schools instead, Harry can't wait. But things get suspicious when Harry finds out that even if he did not apply to compete, he is involved.

In this book, Harry meets some of his most difficult challenges so far. There are plenty of hair-rising adventures and there is also some teenage romance when Harry and Ron have to find partners for the Hogwarts dance.

I recommend this book to bookworms who can't choose what sort of book they like best: mystery or adventure. This is the perfect book for these kinds of people because it is a mixture of both.

(Adapted from https://www.theguardian.com/childrens-books-site/2014/feb/23/review-harry-potter-rowling-goblet-fire)


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2.- Have a look at the book review again. Which verbal tense do we use to describe the

novel and to tell the story? ________________

How many paragraphs does it have? __________________

3.- Now start planning your review. Complete the chart with your ideas.

PARAGRAPH 1

PARAGRAPH 2 & 3

PARAGRAPH 4

4.- Have a look at this list of adjectives. Which ones are positive and which ones are

negative?

ludicrous amazing brilliant stupid good great dull disappointing fantastic

awful sensational exciting entertaining appalling bad unexpected OK boring

gripping fun dreadful predictable excellent

5.- Reviews often use compound adjectives to describe novels. Make compound

adjectives by matching words in A with words in B. Example: action-packed

A B action moving slow packed spine warming breath fetched hard taking heart chilling far hitting


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6.- Now use these compound adjectives to complete the film reviews below.

Beautiful People is a romantic melodrama. It lasts three hours, and has a ___________plot, which gets a bit boring. However, the ____________performance by Tim Franks in the central role will move you to tears. It also has a _________message about how we should deal with AIDS.

The Monster Movie is both a comedy and a horror film. It has a _______________ storyline, which you just won’t believe, but it also has some ________________ stunts, which look really dangerous. It has a _______________ ending which is so scary you will cover your eyes.

7.- How could you describe …

a.- a story that never ends? ________________________________

b.- a woman that is well dressed? ________________________________

c.- a film that runs for a long time? ________________________________

d.- a child who behaves well? ________________________________

e.- a film star who is famous all over the world? ________________________________

f.- an adventure that makes your hair raise? ________________________________

8.- The opening should introduce the novel and say what kind of novel it is. The closing

should give the writer’s opinion and recommendation. Write O (opening) or C (Closing).

_____ 1.- Both teenagers and young adults will enjoy every minute of it!

_____ 2.- It is based on a film that is popular with teenagers all over the world.

_____ 3.- It’s an action and fantasy novel.

_____ 4.- If you ask me, it is one of the best action fantasy novels I have ever read.

PRESS THE PEDAL

Drafting stage

Now write out your review. Do not forget to include adjectives to make it more

attractive.


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REPLAY THE RACE!


Did you …?

❑ give the title and the type of novel?

❑ give background information about the story and the characters?

❑ say what you like / dislike about the novel?

❑ give your recommendation about who will enjoy the novel?

❑ write about a topic in each paragraph?

❑ use compound adjectives?

❑ use the correct verbal tenses?

❑ check all sentences have a subject?

❑ check the position of adjectives?

❑ use punctuation correctly?

❑ pay attention to the layout and the presentation?

1.- Peer assessment. Assess your partner’s work. Read the criteria and write down either

areas that need improvement or evidences of excellent work.

We are at the end of the

revision and edition stage.


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CONCERNS

Areas that need work CRITERIA

ADVANCED

Evidence of exceeding

Standards

The introduction is

interesting with personal

comments

The introduction mentions

the title, the type of the

book, the setting

(when/where), the theme,

the main characters, etc

The body includes the main

points of the plot (without

revealing the ending).

The body evaluates such

features as the writing style,

characters etc. It can also

mention what the writer

learnt, found out from the

book.

The last paragraph includes

an overall assessment of the

work and/or a

recommendation, with

justification

The review is well written

and it follows the

conventions of this type of

writings.

2.- When you are done, give it back to the owner and ask him to improve the blog article

before handing it in.

Unit 8

Only Time will Tell

“Only Time will Tell” is a unit aimed at making students aware of the importance of the

prewriting stage in the writing process. The objective is to write a news article for the

school digital magazine with predictions about the world in a hundred years’ time. The

target audience is the school students.

“Only Time will Tell” és una unitat que té com a objectiu fer conscient l’alumnat de la

importància de saber què i a qui s’escriu en el procés d’escriptura. L’objectiu és escriure

un article per a la revista digital de l’institut amb prediccions sobre el món d’aquí cent

anys. Els alumnes de l’institut són els lectors de la revista.

© Cantons, Carreño, Fernández, Irun, Llas, Miquel, Nabau, Olarte& Vidal

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Only Time will Tell

At the end of this unit, you will be able to make predictions about the future, paying

special attention to the prewriting stage.

START ENGINES

Warming up stage


Are you optimistic or pessimistic about the future? Do this quiz and discover what type

of person you are:

Yes,

definitely

5 points

Yes, probably

4 points

Maybe

3 points

No, I doubt it

2 points

No, definitely

not

1 point

1. Will human rights around the world improve significantly in

the next 20 years?

2. Will people lead longer, healthier lives in 50 years?

3. Will scientists find a cure for cancer or AIDS in your lifetime?

4. Will global warming be stopped in your lifetime?

5. Will hunger in the world be eliminated in your lifetime?

6. Will the world be a better place for everyone in the next

century?


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7. Will you lead a more comfortable life than your parents or grandparents?

8. Will easy access to information improve people’s

education?

9. Will a new source of energy be available when fossil fuels

run out?

10. Will people all over the world live in peace in 20 years?

Scoring:

0-10 – Pessimistic – You’re "down in the dumps." Cheer up!

11-20 – Occasionally optimistic – "Every cloud has a silver lining."

21-30 – Middle of the road – "You win some. You lose some."

31-40 – Occasionally optimistic – "Every dog has his day"

41-50 – Optimistic – You’re "on top of the world."

Adapted from: http://www.eslwonderland.com/lessons/optimist_pessimist_quiz.html

WARM UP LAP

Prewriting stage

You have been asked to write an article for the school digital magazine entitled “Only

time will tell”. In this article you should make predictions about the world in a hundred

years’ time. Write 100 words.

1.- Before starting, read the article published in the last month edition of the magazine

and answer the questions below:

http://www.eslwonderland.com/lessons/optimist_pessimist_quiz.html


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The school of the future

Nobody knows if the 22nd century schools will be better than now. Personally, I think

that the school of the future will be better in many aspects. However, there will also be

some important drawbacks.

On the one hand, the school will be better because there will be digital books and pupils

won’t have to attend classes. They will learn the lessons from their houses. Besides, they

won't have to do much homework because robots will do it for them.

On the other hand, if students do not go to school, they won’t have classes such as PE

and will do less exercise. Therefore, it seems to me, that if they don't do sport, they will

have more health problems. Moreover, students won't have so many friends. So, in my

opinion, people will have less social life.

In conclusion, I am sure that in the future the world will be better since people will have

more comfort, but they will have worse social relationships and will be less fit. In the

22nd century everything will change a lot, so we cannot know what it will be like. All we

can do is predicting.

Sam Apple

- What is Sam talking about? ____________________________________

- According to the author, will school be better or worse than it is now? ____________

- Underline in blue all the positive predictions and in red the negative ones.

- Is Sam being optimistic or pessimistic? Why? _________________________________

2.- Now think about these other aspects:

- What is the purpose of the text? ____________________________________

- Who is its intended audience? ____________________________________

- How many paragraphs does it have? ____________________________________

- Which structure does the text follow? ____________________________________


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HANDS ON THE WHEEL

Planning stage

1. - Brainstorm your ideas and use this spider diagram to write down as many ideas,

keywords and feelings as you can about the subject you are going to write about.

2.- Share your ideas with your partner and classify them in the chart below. You can

use the following expressions to express your opinion.

You have finished the prewriting

stage.



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Predictions about the future

Optimistic view: Positive predictions Pessimistic view: Negative predictions


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PRESS THE PEDAL

Drafting stage

1.-Organise the ideas you have brainstormed. Write each idea in one paragraph. Take

into account the model in the prewriting stage. Don't worry about your handwriting or

presentation.

1. INTRODUCTION

PARAGRAPH 1: Introduction of the topic and your opinion about the subject

2. BODY

PARAGRAPH 2: Positive predictions

PARAGRAPH 3: Negative predictions


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3.CONCLUSION

PARAGRAPH 4: Your opinion by reasoning whether you are optimistic or pessimistic

about the future.

REPLAY THE RACE!


1.- Read your text. Tick if you have checked that...

you have used a wide range of sentence structures

you have made original vocabulary choices

you have backed up your opinions with evidence

If you haven't ticked the three of them, it means that you should go back and revise your

draft making sure that you follow the tips.


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2.- Re-write your essay. Check your spelling, punctuation and paragraphing. Make sure

you use a neat and legible handwriting. Write about 100 words.

ONLY TIME WILL TELL

Unit 9

Variety is the Spice of Life

“Variety is the Spice of Life” is a unit aimed at making students aware of the importance

of the planning stage in the writing process. The objective is to narrate the life of a

representative person for the school. The outcome is a biography that will be included

in the school Wall of Fame.

“Variety is the Spice of Life” és una unitat que té com a objectiu fer conscient l’alumnat

de la importància de la fase de planificació en el procés d’escriptura. L’objectiu és

explicar la vida d’una persona que hagi estat representativa per l’escola. El resultat

d’aprenentatge és una biografia que s’inclourà al passeig dels famosos de l’escola.


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Variety is the Spice of Life

At the end of this unit, you will be able to write a biography for the school Wall of Fame,

paying special attention to planning.

START ENGINES

Warming up stage



Have you got an idol? Who is he/ she? Why is he/she your idol?

WARM UP LAP

Prewriting stage

Your school has decided to organise a Wall of Fame, which is a list of individuals, usually

chosen by a group of electors, to mark their fame in their field.


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In order to be included in the Wall of Fame, a biography is needed. You have to choose

a person (present or past) that is related to your school. You could choose the person

that gives name to the school, an important or representative person in your city, region

or country that studied in it, a teacher who worked or has worked for more than 20

years in the school, etc. Someone who is representative of the school life. The biography

together with the photo will be hung on the wall so everybody coming to the school will

read it. Write about 100 words.

1.- Make sure you know what you must do. Answer “yes” or “no”.

Is a Wall of Fame something you put on the floor? __________

Can you choose a person from your family to write about? __________

Can you choose a friend from your class to write about? __________

Can you write about a sportsperson who studied in your school? __________

Can you write a list of things this person did at school? __________

Do you have to include a picture of the person? __________

Should you write 250 words? __________

May all visitors to your school read the biographies? __________

HANDS ON THE WHEEL

Planning stage

1.- You are asked to write a biography. So, let’s study how to write one.

a. Can you guess who the person described here is? _______________________

____________ was born in Hawaii in 1961. His father was a black Kenyan and his mother a white American. His parents got divorced and his mother married an Indonesian man. In 1967, they all moved to Jakarta, Indonesia. When he was ten years old, they returned to Hawaii, where he finished his secondary education. Then, he went to Columbia University in New York, where he studied political science and international relations.


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b. This is the complete biography of Barack Obama. Put the paragraphs in order.

BARACK OBAMA A. ______ Obama was elected to the U.S. Senate in 2004. He became the fifth African-American Senator in U.S. history. He worked to pass laws on conservation, energy, immigration, and honest leadership. On the 4th of November 2008, he won the presidential election by defeating John McCain in the race for the White House. Eleven months later, Obama won the 2009 Nobel Peace Prize. In 2012 he was re-elected. Obama left office in January 2017. B. ______ Barack Obama was born in Hawaii in 1961. His father was a black Kenyan and his mother, a white American. His parents got divorced and his mother married an Indonesian man. In 1967, they all moved to Jakarta, Indonesia. When he was ten years old, they returned to Hawaii, where he finished his secondary education. Then, he went to Columbia University in New York, where he studied political science and international relations. C. ______After four years in New York, Barack Obama moved to Chicago. There, he worked as a community organizer till 1988, when he entered Harvard Law School. Obama taught law at the University of Chicago Law School for twelve years from 1992 to 2004. In 1997, he became a Senator for Illinois. D. ______Barack Obama was the 44th President of the United States of America. He was the first Afro-American president in the White House. Obama’s charisma, intelligence, and powerful speeches made him extremely popular and his message for change was very successful.

c. What helped you to know the correct order? _______________________________________________________________

d. Complete the timeline that follows with information from the text.


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hghghghggfgfg

1961 -

1967. -

1971 -

1975 -

1988 -

1992 -

2004 -

2008. -

2012 -

2017 -

Barack Obama was born

Barack Obama Timeline


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e. Which is the order of a biography? How are facts in the life of the person ordered? _______________________________________________________________ _______________________________________________________________ f. There are four paragraphs in this biography. Which are the main ideas in each one? Paragraph 1: ____________________________________________________ Paragraph 2: ____________________________________________________ Paragraph 3: ____________________________________________________ Paragraph 4: ____________________________________________________

g. Find the answers to these questions on the Internet.

1. When did he marry? Who did he marry? How many children do they have?

_________________________________________________________________

2. Who did he win against in the second election to the White House? _________________________________________________________________

3. Where is he living now? _________________________________________________________________

h. Look back at the text. Where can you add the information you found to make the text more interesting?

2.- Let us now plan our biography.

a. Choose a person and write down his/her relationship to the school and why s/he

deserves to be in the Wall of Fame. This will be the planning for paragraph 1 in your

biography.

b. Look for information on his /her life and complete the timeline as you did with Barack

Obama’s life.


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hghghghggfgfg

____ -

____. -

____ -

____ -

____ -

____ -

____ -

____. -

____ -

____ -

______ was born

__________ Timeline

Put a Picture

Here


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c. Decide which information you will include in each paragraph.

Paragraph 2 is about …



You have finished the planning stage.



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PRESS THE PEDAL

Drafting stage

1.- Write the draft. Now let´s put pen to paper and start writing your biography.

Remember to use the planning dealt with.


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REPLAY THE RACE!


1.- Can you improve your biography?

Read your biography and write down

An example of a well-used time connector

in the biography.

A serious grammar mistake that you tend

to make when you write in English but you

did not do in this writing.

An example of a compound sentence in

this biography.

An example of an adjective used to give

more details.

An example of a relative clause.

A catchy sentence that is used to start or

to end the biography.

If you have been able to find all these examples in your biography, well done! If not, go

over your biography and improve it!!!

2.- This is the rubric that the teacher will use to assess your biography. Go over it and

check that you are doing your best.

Excellent Satisfactory Emerging

Shows evidence of

thorough research.

Evidence of using

multiple sources

including the

Internet.

Evidence of using

one appropriate

resource.

Little evidence of

using appropriate

resources.


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Presents important

facts, events, and

contributions in a

person’s life in a

manner that holds

readers’ attention.

Includes significant

facts, events, and

contributions from

all stages of person’s

life in a lively

manner using

specific vocabulary.

Includes some

important facts and

events but omits

others; Information

is explained clearly

but may lack energy

or rely on general

vocabulary.

Events and facts

included are not

significant in the

person’s life. Does

not feature major

contributions; poor

word choice.

Gives evidence why

s/he deserves to be

on the Wall of Fame

explaining his/her

contribution to

society.

Paints a vivid

portrait using

anecdotes and

quotes to show traits

and feelings.

Accurately depicts

the person by

including details but

tells more than

shows traits and

feelings.

Does not seem to

understand

attributes that

contributed to

person’s success;

Information is too

general with few

specific details.

Organizes

information well

using chronological

sequence.

There is a good

order to the

information;

Evidence of

paragraphs and topic

sentences;

Attention-getting

introduction and a

memorable

conclusion.

Information is

generally organized

in a logical manner,

though paragraphs

could be structured

more clearly with

topic sentences;

Includes

introduction and

conclusion, though

they may not be

memorable.

Information appears

disjointed with no

particular order, and

little evidence of

paragraphs; No real

introduction or

conclusion.

Demonstrates

attention to writing

conventions and

sentence structure.

Few errors in

spelling, usage, and

punctuation; writing

flows well with good

sentence structure

and sentences that

begin in different

ways and are

different lengths.

Many errors in


punctuation, but

errors don’t

generally disrupt

meaning; Sentences

are mostly well

structured, but lack

variety in style.

Many errors in


punctuation distract

from the content of

the biography; Often

leaves words out of

sentences, writes

run-ons or

fragments; no

sentence variety.


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Greatest strength(s): ___________________________________________________

_______________________________________________________________________

Area(s) for continued growth: ____________________________________________

______________________________________________________________________

Now we are ready to include your biography in the Wall of Fame of the school.

Unit 10

Experience is the Best Teacher

“Experience is the Best Teacher” is a unit aimed at making students aware of the

importance of the drafting stage in the writing process. The objective is to explain a

personal experience. The outcome is a narrative about the best experience as a part of

a class contest.

“Experience is the Best Teacher” és una unitat que té com a objectiu fer conscient

l’alumnat de la importància de la fase d’escriure un primer esborrany en el procés

d’escriptura. L’objectiu és explicar una experiència personal. El resultat d’aprenentatge

és una narració sobre la millor experiència personal com a part d’un concurs de classe.


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Experience is the Best Teacher

At the end of this unit, you will be able to narrate on of your experiences, paying special

attention to the drafting stage.

START ENGINES

Warming up stage

What does the idiom mean?

Why do you think this is the title of this unit?

Do you tell your own experiences to your friends?

What kind of experiences do you talk about?

WARM UP LAP

Prewriting activity

We are going to have a class contest where you are going to narrate an experience. The

text which best follows the conventions to write a narration and which is the most

interesting one will be the winner. The winning story will be used as a model to teach

younger students from our school. Write about 100 words.

1.- Analyse the task you have to do by filling in this table

What do you have to write about?

Who is going to read it?

What’s the reader’s age?

What is the topic?

Why do you have to write it?

What type of language will you use?


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HANDS ON THE WHEEL

Planning stage

To write about an experience you will have to:

1. Structure your writing into paragraphs: set the scene revealing the significance

of it, develop your story introducing a conflict or problem and say how it all

ended up.

2. Write in the first person.

3. Include as many details as you can remember and elements of fiction to make

it more interesting.

4. Use the proper vocabulary for a vivid description: idioms, synonyms, adjectives

and modifiers.

5. Connect ideas: think about the sequence of events and use linking words.

6. Use the right tenses and the grammatical structures.

7. Use correct punctuation.

1.- Read this example and find examples of the aspects, words and expressions outlined

above.

The Most Memorable Experience in My Life

Since I am a high school student, somebody might say I have my entire life to live, with

all of its beautiful experiences. But despite being so young, I already have a personal

breath-taking experience, which I am sure I will carry with me until I die: my first hike to

the mountains.

Though traveling is not a strong effort for me today, before my trip to the mountains, I

used to be a coach potato. I had friends to hang out with, several hobbies, and I felt

completely comfortable spending weeks in my hometown without going anywhere. All

my new experiences were satisfied by the National Geographic channel and I seriously

thought there was no difference between watching something on TV or with my own

eyes.


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The situation changed when one day David, my best friend who always has crazy plans

in his head, came into my room and said he was fed up with society. I will not describe

how he managed to persuade me, but he did.

Can you imagine? The next weekend I found myself at the bottom of the Aneto with

him. We were both packaged with all the stuff we were supposed to need to spend a

couple of days there. Although it was the first time for both of us I could say that we

weren’t frightened. Everything went as expected and fortunately we returned home

safely.

Being a teenager in my country, it is very difficult to believe that I hadn’t had any

experience of the kind, as it is usual to go to summer camps in summer, but I had never

had the wish to go. Now things have changed, I have discovered that experiencing is

better that watching TV.

(adapted from https://jomelbadua12.wordpress.com/2014/03/11/the-most-memorable-experience-in-my-life/)

1

Number of

paragraphs and

content of each one

2 First person

3 Details and fiction

4

Vocabulary

Adjectives

Idioms

Modifiers

Synonyms

5 Tenses used

Grammar structures

6 Connectors

7 Correct punctuation


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PRESS THE PEDAL

Drafting stage

1.- Before writing, you need to decide which of your experiences you will tell us about:

about a students’ exchange, about your holiday, about a celebration, being a witness of

a crime, etc.

2.- Now it’s your turn to start writing about an experience following the tips given.

1

Number of

paragraphs and

content of each one

1.set the topic

2.what happened

3.how it did all end up

4. conclusion

3 Details and fiction

4

Vocabulary

Adjectives

Idioms

Modifiers

Synonyms

5 Tenses used

Grammar structures

6 Connectors


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REPLAY THE RACE!


1.- Before handing in your composition, you should re-read it and answer the following questions:

1. Is it easy to read?

2. Is there enough detail?

3. Has the message been conveyed effectively?

4. Is it catchy?

Unit 11

The Best-laid Plans Go Astray

“The Best-laid Plans Go Astray” is a unit aimed at making students aware of the

importance of the revising and editing stage in the writing process. The objective is to

write an email explaining plans. The outcome is an informal letter addressed to an

exchange student telling him/her your plans for the weekend.

“The Best-laid Plans Go Astray” és una unitat que té com a objectiu fer conscient

l’alumnat de la importància de la fase de revisió i correcció en el procés d’escriptura.

L’objectiu és escriure un correu electrònic explicant una planificació d’activitats. El

resultat d’aprenentatge és una carta informal adreçada a un alumne d’intercanvi on se

li explica les activitats a fer durant un cap de setmana.


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The Best-laid Plans Go Astray

At the end of this unit, you will be able to write an e-mail to an exchange student telling

them your plans for the weekend. We will pay special attention to the revising and

editing stage.

START ENGINES

Warming up stage


When you make plans, does everything go as planned?

How do you feel when your plans go astray?

Is it a good idea to think about alternatives when you make plans?

WARM UP LAP

Prewriting stage

Your class is taking part in an exchange programme with an Irish school and you will host

one of the students. The teachers have planned everything for the week, but you have

to make plans for the weekend. Write to your guest an e-mail telling him about your

plans. Write about 100 words.

You may plan the weekend with another classmate, two heads are better than one!

Choose a classmate to help you make plans and write the letter.

Before starting, read the card that your teacher has given to you with some information

about the exchange student.


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Helen Jameson (16 years old)

Likes: Nature, animals and sports.

Dislikes: Busy places and museums.

Special demand: No smoking family.

Seamus Barnacles (16 years old)

Likes: Cars, motorbikes.

Dislikes: Reading, dancing.

Special demand: A single room.

John Burns (15 years old)

Likes: Hang out with friends, dancing.

Dislikes: Dogs and pasta.

Special demand: Allergic to pollen.

Sinead O'Brian (15 years old)

Likes: Shopping, extreme sports.

Dislikes: Classical music, slow films.

Special demand: Coeliac.


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HANDS ON THE WHEEL

Planning stage

1. In pairs, complete the chart with 6 activities to do with your guest. Why do you think

your guest will enjoy them? Discuss it. You can use this web to help you:

http://www.catalunya.com/

You should also take into account possible unexpected events and suggest an alternative

or solution.

DAY PLANS

(to be + going to)

POSSIBILITIES AND ALTERNATIVES

(First conditional)

EXAMPLE: We are going to go on a

picnic

If it rains, we will go to the cinema

SATURDAY

SUNDAY

http://www.catalunya.com/


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2. Before writing your e-mail, think about its structure and grammar. Read the model

and complete the sentences below:

a.- You will write at least .................. paragraphs

b.- In the first paragraph, you will .....................................................................................

c.- In the second (and third) paragraph, you will talk about .............................................

d.- In the last paragraph, you will ......................................................................................


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GRAMMAR: FUTURE TENSES

a.- You will use to be + going to + infinitive to talk about .................................................

b.- We use the Future Simple (will + infinitive) to talk about ............................................

c.- With expressions such as I think and I'm sure, you will use the Future ........................

d.- You will use the ............................... conditional to talk about possibilities and their

alternatives or solutions.

PRESS THE PEDAL

Drafting stage

1. It's the moment to start the e-mail. You and your classmate can write it together on

the computer, you have 20 minutes. Write quickly, but correctly!

2.- When you finish, send the mail to your teacher for correction.

REPLAY THE RACE!


1. Your teacher will give the corrected e-mail back to you. She will have corrected it

using an error code, but you will not know the mark until you finish this activity.

Code Use Example v Vocabulary/ wrong word When our plane flew on the city, we saw the lights. T Wrong tense When our plane flew over the city, we see the lights. G Grammar mistake When our plane flew over the city, we seeing the lights.


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WO Wrong order When our plane over the city flew, we saw the lights. SP Spelling When our plane flue over the city, we saw the lights. P Punctuation When our plane flew over the city, we saw the lights. X Extra word When our plane flew over to the city we saw the lights. Ʌ Missing word When our plane flew over the mountains, saw snow. R Register When our plane flew, we observed lights. ? Not clear When our plane flew, we saw the lights. ! Silly mistake! When our plane flew over the city, we seed the lights. RW Try re-writing We lights see, in the city there.

2. Now it is your turn. You'll be able to see what teachers take into account when

correcting your compositions in the Proves de 4t d'ESO and you will also see the type

of mistakes you make. Try to avoid them in the future. Correct the e-mail using the

error code

Write it again and then, assess your mail using the rubric on the following page.

Discuss your marks with your partner.

Compare your marks with your teacher's marks. Do you agree?

3. Write down 3 aspects that you don't agree with or you don't understand. You will

discuss them with your teacher and the rest of the class.

1-

2-

3-


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RUBRIC: PROVES DE 4t D'ESO

1. Adequació, coherència i cohesió Punts Respon clarament i adequadament a la situació comunicativa plantejada. El

text és comprensible a la primera lectura.

El text està ben organitzat i ben articulat.

Les idees estan expressades de manera coherent i els connectors estan ben utilitzats. Ús

apropiat dels signes de puntuació.

4

Respon de manera general a la situació comunicativa, però presenta algunes carències. El text

és comprensible a la primera lectura, encara que cal rellegir alguna frase o fragment.

El text està prou organitzat i articulat.

Les idees estan expressades de forma clara, fent ús d’algun connector. Ús

força apropiat dels signes de puntuació.

3

Respon només en part a la situació comunicativa plantejada.

Cal rellegir el text per aconseguir-ne la interpretació.

El text té mancances d’organització i/o articulació.

Les idees apareixen confuses o en llistats simples, en frases soltes sense cohesionar. Pot

haver-hi errors de puntuació.

2

Respon a la situació comunicativa plantejada amb mancances importants. És

difícil interpretar el text tot i haver-lo rellegit.

El text té mancances greus d’estructura i/o organització.

Les idees apareixen confuses i sense cap relació.

Absència o ús arbitrari dels signes de puntuació.

1

El text no respon a la situació comunicativa plantejada, és massa curt, incoherent o

inintel·ligible.

0

2. Morfosintaxi i ortografia

Mostra un bon domini de la morfosintaxi i de l’ortografia, amb errors esporàdics propis del

nivell.

Utilitza oracions complexes.

4

Mostra un domini prou bo de la morfosintaxi i de l’ortografia amb alguns errors morfològics,

sintàctics o ortogràfics propis del nivell, que no afecten a la comprensió del text.

Utilitza majoritàriament oracions simples, amb alguna de complexa.

3

Mostra un domini bàsic de la morfosintaxi i de l’ortografia, amb alguns errors de tot tipus que

afecten a la comprensió.

Utilitza només frases simples.

2

Mostra un baix domini de la morfosintaxi i de l’ortografia, amb errors que dificulten la

comprensió del text.

Utilitza frases simples sovint incompletes.

1

Els errors impedeixen la comprensió del text. 0

3. Lèxic

Utilitza correctament vocabulari i estructures riques i adequades al context. 2

Utilitza prou correctament vocabulari i estructures d’ús quotidià, en general adequades al

context.

1

Utilitza vocabulari i estructures bàsiques poc variades i poc adequades al context i amb errors

que impedeixen la comprensió.

0

Unit 12

The Ball is in your Court

“The Ball is in your Court” is a unit aimed at making students aware of the importance

of the prewriting stage in the writing process. The objective is to write an email

complaining about a problem with a new mobile phone. The outcome is a formal letter

of complaint addressed to the shop manager.

“The Ball is in your Court” és una unitat que té com objectiu fer conscient a l’alumnat de

la importància de la fase de preparació en el procés d’escriptura. L’objectiu és escriure

un correu electrònic queixant-se d’un problema amb un mòbil nou. El resultat

d’aprenentatge és una carta formal de queixa adreçada a l’encarregat de la botiga.


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The Ball is in your Court

At the end of this unit, you will be able to write a formal email explaining a problem that you

and your friends have and suggesting a solution, paying special attention to the prewriting

stage.

START ENGINES

Warming up stage



Have you ever had problems with a technological product?

What did you do?

WARM UP LAP

Prewriting stage

You have just bought a new mobile phone but when you get home, you realise it is not

working. Write a letter of complaint to the shop, explain the problem and suggest a

solution. Use about 100 words.

1.- Read the instructions above and circle the following information.

• Person who would read the letter in red

• Person who writes the letter in green

• What you have to write about in blue

2.- What register is used to write this email: formal or informal? Why?

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………


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3.- Relate the columns about the basic information of the email.

a. Problem in the village b. Reader of the email c. Solutions to the problem d. Writer of the email

…. Arrange an outdoors track for skaters

…. Lack of facilities

…. Major of your village

…. Make an enquiry to learn about

teenagers preferences

…. Tom Smith

4.- Read the mail again and complete the following table:


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E-MAIL

WRITER

READER

PROBLEM

SOLUTION

HANDS ON THE WHEEL

Planning stage

1.- Complete the bubbles taking into account the information in the previous email.

Type of text:

........................

..

Greeting:

...........................

Farewell:

......................

Closing sentence:

...............................

...............................

Type of language: formal or

informal (write down examples)

………………………………………………

………………………………………………

We are at the end of the prewriting

stage.

A formal email is written in formal

register and fixed structure.


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2.- Complete the table with your ideas about problems and solutions that you may have

with a new mobile phone

PROBLEMS WITH MOBILES SOLUTIONS

-

-

-

-

-

-

-

-

-

-

-

-

PRESS THE PEDAL

Drafting stage

1.- Write the number in the suitable space of the email.

1. Solutions for the problems with

your mobile phone

2. Closing sentence

3. Encourage the company to take

into account your suggestions

4. Express the reason of writing

5. Farewell expression

6. Greeting

7. A problem with the mobile

phone

2.- Read the email again. What expression does the writer use to …?

make a request add more points introduce the ideas


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3.- Add these expressions in the correct column.

also – as well as – besides – furthermore – in addition - To begin with…, - In the first

place … – We would be grateful if … – Would it be possible …? – You should…

I demand that you…

4.- In groups of three, you are going to write the three paragraphs of the email to

complain about your cell phone.

4.1.- In the first five minutes, you are going to write the first paragraph in the email.

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

4.2.- In the following five minutes, you are going to write the second paragraph in the

email. Remember to use the information in activity 2 in Hands On The Wheel.

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

4.3.- In the last five minutes, you are going to write the third paragraph in the email.

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

REPLAY THE RACE!


1.- Analyse the paragraphs your group and you have just written.

1.1.- Circle in blue the connectors that you have used to add points.


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1.2.- What expressions have you used to:

- Encourage the shop to consider your complaint: …………………………………

- Express the reason of writing: ……………………………………………………………………………..

If the draft version of your email doesn’t have any expressions from activities 2 and 3 in

Hands On The Wheel, try to introduce some of them in the paragraphs.

2.- Write the email that you are going to write to the shop.


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3.- Read your mail and check it.

YES NO

CONTENT

The problem is clearly presented.

There are at least two possible solutions to the problem.

The company is encouraged to consider the solutions.

STRUCTURE

The email has three paragraphs.

The writer and the reader are clearly mentioned.

There is a formal greeting.

There is a closing sentence.

There is a formal farewell expression.

GRAMMATICAL

ASPECTS

There are not short forms.

Sentences are correctly formed: S+V+C.

Use of Present Simple to describe the problem.

There are appropriate connectors.

4.- Now write the final version of your mail.

Unit 13

Have you ever Been on a Busman’s Holiday?

“Have you ever Been on a Busman’s Holiday?” is a unit aimed at making students aware

of the importance of the planning stage in the writing process. The objective is to write

an email explaining the last summer holidays. The outcome is an informal letter

addressed to a friend telling him/her your recent summer vacations.

“Have you ever Been on a Busman’s Holiday?” és una unitat que té com a objectiu fer

conscient l’alumnat de la importància de la fase de planificació en el procés d’escriptura.

L’objectiu és escriure un correu electrònic explicant les darreres vacances d’estiu. El

resultat d’aprenentatge és una carta informal adreçada a un amic on se li explica les

vacances d’estiu recent acabades.


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Have you ever Been on a Busman’s Holiday?

At the end of this unit, you will be able to write an informal email about holidays, paying

special attention to planning.

START ENGINES

Warming up stage

Do you prefer holidays with plenty of activities already planned to do or just the

opposite?

What type of activities do you do when you are on holidays?

What is a busman’s holiday? Have you ever been to it?

WARM UP LAP

Prewriting stage

We are at the beginning of the school year. You have just received the following email

from a friend of yours who has decided to study abroad this school year. As she hasn’t

got time to explain her summer holidays to you, she sent you the following email.

Answer the email using 100 words.

1.- Read the email and answer the questions.

Hi there,

How’s it going? Hope all’s well. I’m just getting in touch with some of my new

classmate in the highschool in Cork. It is a so big highschool and there are such big

and green gardens in the playground! My host family lives just a short bike ride

away. We already started classes on the third week of August! But before that, my

family and I had already spent three weeks in County Cork. Anyway, do you


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remember that before ending the school year we promised to explain our summer

holidays? Don’t worry, I’ll start. Cork is such an amazing place and the weather is

brilliant.

First, we thought we could try a kite surfing lesson. Apparently, kite surfing is

fun –once you get used to it! All the family watched a class. None of the students had

tried it before. But by the end they weren’t bad at all. So, the following day my brother

and I enrolled a kite surfing lesson. It was funny and we managed to make the kites

fly!

We also spent long periods of time on the beach as most of the times the weather

was warm enough. Anyway, afterwards, we went for a walk along the Cliffs of Moher.

They are so stunning that they’re often used in music videos and films! My parents

were riding their bikes as roads are pretty safe here while my brother and I were taking

photographs of the seaside and astonishing sunsets on the shore. We were shocked by

the amazing variety of colours!

Now it’s time for my skating lesson! (Yes, I’m not crazy; it is one of the

extracurricular activities in the highschool and I love it. You should try). Can you

email me explaining your summer holidays? Where did you go? Where did you stay?

What activities did you do?

Really looking forward to seeing you hear from you soon!

See you soon,

Katy XXX ☺

- Who is writing the email?

…………………………………………………………………………………………………………………………………

- Why is she writing?

…………………………………………………………………………………………………………………………………

- What activities did she do on holidays?

…………………………………………………………………………………………………………………………………

- What is she asking for?

…………………………………………………………………………………………………………………………………


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HANDS ON THE WHEEL

Planning stage

1.- Pay attention to the register. What are the welcoming and farewell expressions in

the previous email?

Welcoming expressions Farewell expressions

2.- Complete the previous table with other alternatives.

3.- Highlight other evidences in the text that reflect the register.

. Activities she did

. Asking for further requests

. Reason of writing

. What she is asking for

. What the place is like

. When she arrived

. Where she is

. Paragraph 1

. Paragraph 2

. Paragraph 3

. Paragraph 4

5.- Analyse the language. Pay attention to paragraph 2 and 3. When did her holidays

take place? ………………………………………………………………….………………


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6.- What verbal tenses is the writer using? Note down examples.

Verbal tenses Examples

7.- Is the writer expressing her opinion about the activities she did? Justify your answer. …………………………………………………………………………………………………………………….……………… 8.- What expressions is she using to give emphasis? …………………………………………………………………………………………………………………………………….

9.- Now let’s start planning your composition.

PARAGRAPH 1

STEP 1: write down a destination (mountain/beach, urban/rural, …)

……………………………………………………………………………………………..

STEP 2: choose the type of holiday (busman holiday/relaxing, …) …………………………………

select the type of accommodation (hotel, b&b, ….)…………………………………………..

how long it lasted ……………………………………………………………………………………………..

who you travelled with …………………………………………………………………………………….

STEP 3: write down at least three adjectives/characteristics to describe the destination

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………


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PARAGRAPH 2 & 3

STEP 4: write down four activities that you did on your holidays and your feelings

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

PARAGRAPH 4

STEP 5: write down the question for further request/s

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

PRESS THE PEDAL

Drafting stage

1.- Write the draft version of your email. Use 100 words.

We are at the end of the planning stage.

An informal email uses short forms and

expressions to give emphasis.


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REPLAY THE RACE!


1.- Go over your partner email using this checklist.


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Checker’s name: ………………………………………………

YES NO

1.- Have you included a welcoming and farewell expression?

In paragraph 1,

2.- have you included the reason why you are writing?

3.- have you included the name of the destination?

4.- have you specified the period of time of your holidays?

5.- have you included who were you travelling with?

6.- have you described your holiday destination?

In paragraph 2 and 3,

7.- have you explained what you did using past tenses?

8.- are the irregular verbs I n the correct past form?

9.- do you express your opinion about the activities?

In paragraph 4,

10.- have you included a further request?

Other suggestions to improve the email:

An outstanding thing to comment:

2.- Take into account the comments in the checklist to write the final version of your

email on a separate piece of paper.

Lleida, June 2018

writing is driving me nuts

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