Writing in Paragraphs

8/7/2019 Writing in Paragraphs

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ContentsTo the Teacher ivTo lhe Student v

lntroduction. Formatting assignmentsand writing headingsa Processwriting

I Beginningto Worka Recognisingand writing complete sentences. Beginningand endin8a senlencea Common paragraph features. Identifying he topic ofa paragraph. Identifying strong and weak paragraphs

2 Giving ond Receiving Presents

. Identi&int topics and main ideas

. Identifying strong and weak topic sentences

. Writing lopic sentences

. Combining entencessing ond and buf

. Using commas n sentenceswith ond and but

3 A Fovourite Ploce. Developing paragraphswith descripiive detail8. Using lists to brainstorm. Learning to edit listso

Combinint sentenc$ containing adiectives. Writing aboutplaces

4 An Exceptionol Persona Using word maps to brainstorm. Using adiectives n sentenceso Writing concluding sentences. Using capital letters. Wdting aboutpeople

5 Trendsond Foshions

. Review of descriptive vocabulary

. Usin8 freelriting to brainstorma Reviewofparagraph contents. Developintpeer eedback kills. Writing about a trend

5 tl{hite Liesa Opinions and examples n supporting sentences. Usin8 discussion o brainstorm. Writing about your opidions

ii CoNTENTS

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5

t3

20

25

34

42



7

a

a

a

Ia

a

9a

Explon otions ond ExcusesParagraphsexplaining causeand effect / resultCombining entences ith so and becausePractising word maps and freewritingWriting about explanaiions and excuses

ProblemsExpressingpersonal feelingsaboutproblemsUsing would like to, wg,nt to, ali.dhave toLogicalorder of supporlingsentencesEditing lists by ordering ideas logicallyWriting about problems or difficulties

Stunge StoriesUsing time expressions:afte4 before, and wien

Identifoing -bemain pafis of a narraliveOrdering events n a nanative logicallyWriling about nteresting r unusualexperiences

48

55

l0 Differences. Using double lists to brainstorma Using w}ereos and ftowerzer o make comparisons. Organisinga comparison paragraph. Comparing different situations / events. Writing about life changes

I I Dfficult Decisions

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t2a

a

a

a

Writing about cause and efrect relationshipsUsing pair interviews to brainstormBeginning paragraphswith a questionWriting about a difficult decision

Foteor Choice? 80Writing about hopes and plans for the futureReview of brainstorming techniquesReview of hansition expressions

Writing about the future

Additionol Moteriols 85Grammar for WritersPuncfuationIrregular Verb ListSample brainstorming, first draft, peer review forms, and final draft paragraph

Answer IGy

62

69

f5

a

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CONTENTS iii

Photocopioble Materiols



To theTeocherWriting is an important form of communication in day-to-day ife, but it is especiallyimportant in secondaryschool and university. WritiDg is also one of the most difficultskills to master n both a first languageand a second anguage.Students can find itchallengingto find ideas o include in their writing, and each culture has its or,.n style

lbr organisingacademicwriting. However,with the help of this book and yourguidance,your studentswill learn to recognisegood academicparagraphsand developtheir own paragraphwriting skills.

Writing in Pamgaphs is designed o help low-intermediate students aralyse modelparagraphs, ind ideas for their writing, put their ideas nto sentences, rganise heirsentencesnto paragraphs, eview their paragraphs,and revise their paragraphsso thatthey becomeeven stronger.This processapproach to wdting will not only develop yourstudents' paragraphwdting skills, but will also encouragehem to become ndependentand creative rriters.

Each main unit provides an interestingtheme to engage our students and motivatethem to read and analyse he model paragraphs.The unit themes also inspire yourstudents o create heir own writing. An introductory unit looks at how sLudents anformat ttreir writing and introducesthe idea of processwriting.

The activities in eachunit help students with a particular aspectof paragraphwdting,such as brainstorming, wdting topic sentences, nd developing paragraphswithsupporting sentences.A unit's activities might also teach correctpunctuation foracademicwriting arrduseful grammatical unctions for wdting, such as conjunctionsand transition expressions.The units also show students how to review ttreir own andtheir classmates'writing in order to make rcvisions.

Each unit ends with a sbuctured wdting assignment hat provides an opportunity forstudentsto use everything presented n the unit. Included in this book are samplesof aparagraph rom brainstorming to final draft, with a completed peer Review Form.

Thereis also a guide to common grammatical erms and concepts useful for writers, a list ofirregular verbs and their past tense orms and participles, and a guide to punctuation.Finally, tlere is an answerkey with answe$ to most oftlle exercises nd a photocopiablesection with blank PeerReview Forms and a Writing Surveyyou may like to do withyour studenls l the startof lhe course.

Learningto write well takesa lot of practice and patience.Students need clearguidance,positive feedback,and interesting deas o wdte about. We hope this bookprovides tiis for you and you enroy using it.

Pre-writing \/vriting Reviewint and Revising

iv To THETEACHER



Io the StudentWriting is a very important part of your schoql and university study. You will writeassignments hat may be one paragraphor several paragraphs,and you will write answersfor tests and exams hat may be a few sentences, paragraphor two, or a complete essay.

Academic wdting in English may be different not only ftom academicwdting in your

own language,but even ftom other writing in English. The purpose of this book is to helpyou recogniseand prcduce the sort of paragraphwriting that will be expectedof you inacademicsituations.

During tli6 course,you will have many opportunities to study and discuss examplesofEnglish academicparagraphwriting. You will also have many opportunities to discussyour own paragraphsard the paragraphsof your classmates.You will learn howimportant the rcader is to tie write!, and how to expressclearly and directly what youmean to communicate. We hope that what you leam in this course will help youthroughout your academicstudies and beyond.

You should come to your writing class every day wittr energy and a willingness to workand learn. Your teacher and your classmates ave much to sharewith you, and you havemuch to sharewith them. By coming to class with your questions, aling chancesarrdbying new ways, and expressingyour ideas n another anguage, ou will add not only toyour own world, but to the world of thosearound you, Good luckl

TO THESTUDENT V



Introduction

In this unit, you will learn ...

r formatting for assiSnments.I how to write headings.I aboutprocesswritinS.

LoyoutlFormatting

I a Match the words about layout with their deffnitions.

a. paragraph

b. margin

c. double line spacingd. indent [v]e. title

t. font

1. To start a paEgraph further in from the edge of the page han the rest of the text'

2. The spaceat tle side of the pagewhere notling i5 wdtten

3. A set;f lettels in one size and style used for printing and computer documents'

4. A section of a piece of wdting that startson a new line and contains several sentences'

5. The name of a piece of writing

6. A style ofspacingwhere there are two blank lines between each ine of text

There are no set rules about how you set out your paragraphsand they canbe hand

britten or word-processed lt is down to personalpreferencewhether you use ndentation'

double line spacing or a certarn font, unless your school or uaiversity has specific

requirementsl Howwer, the general rule is that paragraphs should be clearly visible, easily

readable a.rtd lr one font, which is usually black

I b Look at these student papere. Tick (/) the one that is befter for an acailemic assignment'

schoot uhtfoths ate ôl soal {ot studehts

rAeA arc tot \traclire, so studehts eel bad

uteh the| ale hlearihg heh Studehk like to

exp/ess lheit pelsohalilies bg choosing theit

School niforms renotgoodor students.

They renotattractrve,o studentseelbadwhen

theyarewearinghem.Studentsike o express

theirpersonalitiesychoosingheirownclothes

INTRODUCTION



2 Look at thesedifierent waF ofwriting headings or student papers.Answer thequestionsbelow.

a.

?rofei6or illgr

English rinng

1. What is the writer's n€me?2. What is ttre name of ttre class?3. Who s teaching }Ie class?

4. What is the title of ttre assignment?

b.

Sebastian itchellSchool niforms2nd draft5 September, 004

Students hould hoose heirOwnClothes

1. What is ttre writer's name?2. What is ttre title of tle assignment?3. What is the assignmentabout?4. \ Ihatdoes 2"ddmft' mean?5. \Alhendid ttre miter write the assignment?

How doesyour teacher want you to u,Titeheadings n this class?Write arr exanple here:

INTRODUCTION 3



Processwriting

Take a quiz! First guess the correct answers. Then read the paragraphs below to checkyour 8uesses.

a. 'Processwriting' means

E writing in English.

E writing with a word processor.

E writing in several tagesstepsr.

b. Before ou begin o write, you should

finish the homework or yourotherclasses.

n getsome deas.

n askyour ftiends or help.

c. Your eachermay askyou to readaclassmaif ' 'saper ndarswer omequestions bout t. This is because

n you can ""rr, .lot by readingyourclassmate'sssignment.

your teachers too busy o readall the students' apers.

E you are a better writer than yourclassmate.

b .

Musicians pmctise their piecesmany times before a concert. Athletes work out beforea competition. In the sameway, good writers go through several stageswhen theyu,'rite. Plocesswdting' will guide you through these stagesso your final paper is reallyyour best effort.

The first stageof processwdting is getting ideas. n this course,you will learn andpractiseseveraldifferent ways to get ideas. Try them all and seewhich way works

best for you.An important stage n process ,'riting is sharingyoru \,'dting. You can seehow otherwriters like you haidled the same assignment,and you can get somegood ideas ftomthem. You can also seehow well someoneelseunderstandsyour ideas.

After you finish your assignment,put it away for some ime. When you look at it again,you may have new ideas. Your classmatesmay help you find new ideas, oo. Writingyour paper again (called 'revising') gives you the chance o improve your paper.

Before you give your teacheryour paper,check it carefully. Read t aloud. Does tsound natuml? Did you forget any words? Did you remember o write the heading

correctly?Does your paper look neat?Remember o give your teacheryour besteffort!

d. Your eachermay askyou to wdteanotherdraft.This is because

n your teacher an't hink of anynew assrgnments,

I the irst time, your paperwasbad.

n yon"ur,

-"k" your paperbetterby makingsomechanges.

Before you hand in your paper for agrade,you should

n ask your teacher o give you agood grade.

n checkt caretully.

! put some rettystickers n t.

c .

d .

e.

INTFODUCTION



BeginningoWork

In this Dnit, you will ...

I reco8niseand write complete sentences.I learn how to begin and end a sentence.I learn the common featuresofa paragraph.r identit/ the topic ofa paragraph.r idendry shong and weak paragraphs.

Look at this chart. Tick (/) the answers or vour countrv.

Share your inforrnation wilh a group ofyourclassrnates.Ask and answer these questions

about part.time jobs,o What are common part-time jobs?a Have you ever had a job?What was your

first tob?What kind of job do you think is best fora secondaryschool / university student?(your idea)

It's common. lt's not common. I'm not sure.

It depend-s.a. Secondarychool tudentshavepart-timeobs.

b. University tudents avepart{ime obs.

c. University tudents avevolunteerobs(iobs hatdon'tpaya salary).

d. Part-timeobspaya

goodsalary.

e. Aftergraduation,othmenandwomel want o findafull-timeob.



You are going to read a paragraph called Port-time lobs and Secondory School, Whatdo you ttrink the paragraph is about?Circle the answer,

a. lJsefulsecondary choolsubjectsb. Workingand studyingat the same imec. How much moneya parFtime ob pays

4 Read he paragraph. Did you choose he right answer in exercise 3 above?

Part-timeJobsand SecondarySchool

1Secondsry chool studentsshouldnot havepart-timeobs.2 Secondaryschool s a very mportant ime for asfudent,and students reverybusy,3 Students ave o Etudyhard oentera gooduniversity.a Many

secondary choolstudents lsoplaysports,and treypractise eforeandafterschool.s Secondary choolstudents lsospend ime withIriendsof the sameage. Thoseftiendships anbe mportant or ttrercst of ttreir ives.7A part-timeob

takes ime away flom studying,playingsports,and making tiends,I Peoplework for most of their

adult lives.e When hey are nschool, t's important or them ojustbe students.

5 Which sentence ells tle rwiterk most imDorta.nt dea?

r! 2E 3n Bn6 what do sentences ,4 and 5 do?

a. They show new idea6.b. Theygive examples.c. They show differentopinions.

7 Do you agreewith tle writer? Why / Why not?

BEGINNINGO WONK



1Writing focus:What is o sentence?

How many words are n the shortestEnglish sentence?Except for one-word commands(Sitl), a complete sentence n English needs wo wordsi a subject (a noun or pronoun) alda predicate (a verb) (Sfiesits).

Of couNe, most English sentencesare onger than iust two words, but every sentence ellsa complete thought. Groups of words that do not mate complete sentences re called

phtases.If you need morc infomation on completesentencesand phrdses,seepdges8eF88.

I Work with a partner. Look at the following. Some of them could be sentences with tlecorrect punctuadon, fick (/) the ones that could be sentences.

a. L--.1 after school

b. L--.1 we Iove \,lriting in English

".n hi. fti"rrd. -e not n his class

Longuogeocus:Copitol lettersond finol punctuation

Sentencesn a paragraph...

. sta with a capital etterPart-time jobs can be I ssful.

o end with a full stop(.)questionmark (?lor exclamationmark(l)Mony students work as tutots,How old wereyou when you got yout fitst job?I will nevet work in o rcstouront again!

Note: Exclamation marks are not ascommon n academicwdting as they are incasual writing. Don't use them too often. Neveruse more t}lajr oDeexclamation

mark at the end of a sentence n academicwriting.Thecompany offered me o part-time job!! = when writing to ftiendsThe company offered me a part-time job. = when l rriting in school

d. the man n the stripedsuit

e. E at threeo'clock n the afternoon

f. ! graduated n May

g. n is goingshopping his weekend

BEGINNINGO WORK 7



9 Unscramblethe sentencesarrd write them on the lines below' Begin and end each

sentence correctly.

in a shop my sister works

If:. ' ir,.rtcf..r,ial.$,l l l ..({'.!5-l:r.(1P,.....................is / a usefulsubject computer cience

c. don't / I / like / working witL people

b.

d. can't ind / manystudents a ob / easily

e. mote women / are / after university / working ?

| 0 Look again at exercise on page 7. write the completesentenceswith correct

punctu-ation.Add to ttre phrases o make completesentencesThen shareyour sentences

with a partler. How are they difrerent?

t. first job / was / my / wonderful a / experience

e.

L

s.

o.

8 BEGINNINGO WOAK



1Wdting focus:Whot is o poragroph?

A paragraph s a group of about 6-12 sentencesabout one fopic. Every sentence n astong paragraph s about the same opic. All of the sentencesexplain the writer's mdinideo (most important idea) about that topic. When the wdter wants to write about a new

main idea, he / she begins a new paragraph.

A paragraphcal give information, tell an opinion, explain something, or even tell a short

story. The sentences re ananged logically, so the readercan easily understand whal thewriter wants Losay,

In academicw ting, a paragraphhas a topic sentence hat directly tells the reader he

main idea. The other sentences n the paragraph,called suppo-rfrng entences, ive more

information about the topic. They add specific details and explanations, n academic

English, t}le topic sentence s usually (but not alwaysll first or last.

I I Work with a partner. Read the groups of sentences elow and on page10. Circle the

letters of the strong paragraphs. Ifyou thiDl lhe sentencesmake a weak paragraph, say

why. Chooseone or rnore ofthese reasons:. The sentencesare not all about the same opic.. There are not enough sentences.. There is no topic sentence.a Some sentences ay the same hing.

Whcu xeel aloodplwe k nu/1, Igo to the ibny ltL alwaysTuiet here, o ran aoncextrate,ti easy

tofhd the ro/<s kecd, nd / cansearcAfor infrrnatton on he nternctLeause hereareseueral

cowTuters.heother eophn thc tbary arealso eadiul orworhiry,so henoodbyl rtr stutryiul.

st"dy bethr a"d fashr ix th€ ilft'/ than h a"/ other?lace.

I need to buy o- n\atorbLl<e. th a notorbLke, I cou)d get ta my 1ob more

quLc,kl!1,t to-l<es two hau.s to get ta worl< bJ tr&in, ln.Lt's tery sl . A

notorbll<e Ls rhuc,h faster. Ll I had o- ftotorbLke, I c,ould save o, lot ol time.

TLkir.a the trcLn Ls not {ctst enatLah far me.

b.

BEGINNINGOWOBK 9



First, nserta blankCD nto he computer. hen, elect he song ist thatyouwant ocopy. ouwil lseea buttonhatsays,Clickhere o burn.' Click n hatbutton. henjustwaita fewminutes. hat's ll!

I uti/l neuerfarget ng frst day afsecondary school / u'as very newousbecause dirln't

knou any oftlte other studatk. ln ny frst class, lookedaroundfor soffieohef;'iehdu. / sau,

aghl at thefont ofthe room u'ho a/so lookerlnervous,so / decided o nake fiends with her

Even *ough / ,uasshg about talking to heat uent up to her awl saLl, 'Don't beneruous.

ui// helpyu. Doyou uant to sit uith we?'She ooka:/a little surprked and said, Act a/b, /

aw lhe new tac/ter'

d.

It4obile hones reverypopularTheyare really onvenienr hey're mall nd ight.

tports nslru.lori a good art-iimejob ou an qjollour avouriieclivr\and arn

monel i ihr bamoimvomoofterJobs albefrer ou cana15oolunteeri an

initrurtor hada difficu\trmc rarningo i!rm, \vcausvm1rnslru.lorrain'l enlgood

M\ tennii nsiruciorda5 u.hb9tt9r f 1ou oia \d ol otrigriLnLo5a sportsnslrurlor,

louLan oiajob at a glmor at a Loachn he uturr

L

10 BEGINNINGo woRK



1| 2 Read his paragraph about a student'sfirst job. what is tle topic?

a. Working n a labomtoryb. Gettingmy first obc. What my first jobtaughtme

karning Responsibility

I My firsr ob wasasa sales ssisrantn a smallclorhes hop.2 lt wasn'r difiicult ob,

and r wasntreallya very nreresringob. 3 My besr riendhad a moreexcitingob.

a Everyweekend had ro open he shopat 10.00a.m.5 I couldnt be are.6 Now at

weekends like ro sleep ace. I helped ustomersind clorhes, nd I kepc he shop

cleanand tidy.8 My parenrs' ousewasvery clean, oo.9-l used hecash egister nd

handled reditcards, o had o be very careful.0 These hingsall raughtme

responsibiliryl Now I work in a researchaboracory 2I dont work wi*r clorhes

anymore, ut I still use hat imporranrskill I learnc n my first ob.

| 3 Crossout the sentences hat are not connected o tle toDic.

l4 Which additional sentences ould be connected o the paragraph? write C (connected)

or U (unconnected).

a. ......... I answeredhe phoneand opened he post.

b. ......... On weekdays did my homework for school

c. . . . . . . . . . I onceworked deliveringpizza, oo.

d. .. . . . . . , . I learnedhow to choose nd ordernew clothing,

e. ......... Dressingneatly and professionally was ar important pa of the job.

f. ......... A lab assistants a good ob for me.

g, .,.....,. In the future,I would like to take some business rips.

BEGINNINGOWORK 11



Put it together

| 5 Look at these sentences for a paragraph about having a part-time job in secondaryschool. Cross out the ones that are not connected, On a separate sheet of paper, write aparagraph using the coDrected sentences. They are already in the right order but arenot yet correctly punctuated.

theycan earnmanyhin46 nzt zrenot uaual| tauTht na cla'eroorn

tor examPle'heyaan aarnhowo warkwilholaerPeoPle

! wae he younqeot erônnmyeahool laee

theyalso 46texParienaeith he bueinegooria

I tooka bu5ine55lassat univerewhaL wasvary aod

havinq Parlt- meob 4ivee ltudento 'eneeof indePenênce

lheyaan algo arn noneyo usa or univereily

univergilyuftion n he t)'9 ia moreexPenoivehan in manyothercounlriea

educalion9morehan uel achool ubjeate

learnin|about the raalworlde aleo ff'PorLant

eome niveroiliel'^P"@

t5 Check your $Titing.

Did you ...

TTtr

| 7 Halrd in your paraBraphto your teacher.

include a heading on your paper?

format the paragraphproperly (seepage 2l?

startand end each sentenceconectly?

give the paragraph a title?

12 SEGINNINGO WORK



ieceivingPresents

In this unit, you will ...

I identi$r topics arrd main ideas.r identit slronS and weak topic sentences.I practise writin8 topic sentences.I combine sentencesusing and and buf,I learn how to use commas n sentenceswith ond and but.

Tell a parhrer about the last present you received.

o Who gave you the present?. When did they give you the present?. What was the present?Did you like it?

Read the paragraph and answer the queslions.

a. What is the topic of the paragraph?

1. celebratingbi hdays

2. the wdter's thmily

3. choosingpresents

b. What is the u,'dter'smost impo ant

opinion about the topic?

1. Presentsshould be old.

2. Presentsshould be chosen carefully.

3. A photograph s a good birthday present

c. Why does he writer like the photograph?

1. It helps him think about his father.

2. It wasn't expensive.

3. It was a birthday present.

A BirthdaYPresent

1 Choosinga birthday present for a friend or family member is fun, but it can bedifficult. 2 The present should be personal and has to be thoughtful. 3 For example,

the best birthday present I ever got wasn't fancy or expensive.a Last year my mother

gaveme a photo8raph of my father when he was my age s He is standing with his

mother and faiher (my grandparentsl n ftont of their house, arrd he looks happy,6 I think of my father every time I see hat photo. 7 It was a perfect birthday present.

GIVING NDBECEIVINGRESENTS 3



2Writing focus:Topicsentences

t.

Look again at the paragraph on page 13,A Birthdoy Prcsent Which sentence sthe topic sentence?Circle the topic arrdunderline lhe main idea.

A good topic sentenceshould include either of the following:

a one clear topicweakt lt's impor+ant to havefriends, and also to do well in schoolstrong: J don'f fijnk I will ever have o hetterfriend than Heather.

a an opinion or idea about the topic

weakt I have been studying kante.strong:Studlrng korote has given me strcngth and self-confidence.

A good topic sentenceshould not bet

. too brood ftoo much to \a'riteabout)weak: lusfualid is oIl interesting coDntry.sirongt On my visit to Austmlia,I saw mony unusua) animols.

. too norrory [not enough to write about / is just a fact)weak: School stafts at 8-30 a.mstrorr1: Getting feady for school )n the moming is more difficult than ony of my classes.

RememberThe topicsentences usuollyhe first or lastsentence,ut ic canbe anysentencein theparagraph.

Look at these topic sentences,Circle ttre topic ofthe sentence.Underline ttre main idea.

My sisler is rny best ftiend.

Snowboarding s my favourite wintersport.

The last CD I bought changedmy life.

There are three reasonswhy mymobile phone is usefui.

Readingbooks,such as the HanyPotter stodes,can help studentsimprove their English.

My part-time job taught me severalnew skills.

Disneylandwas a greatplace for ourfamily holiday.

a.

b .

o.

s.

4

14 GIVING NDBECEIVINGRESENTS



25 tn the following pai$, circle the number ofthe best topic sentence. Then explain your

choice to a partner. Say why the sentence you didn't choose is weak. Use one or more of

drese easons:

a It's too brcad.

a It's too nairow

. There i6 no main idea or opinion.

a There is morc tlan one main idea.

a. ,'1. Many people in England ar|d the Ilnitcd stareshavc cars.

!2.I Cat6aregood company for their o$'ners.

Thetc s nr)sl ion,! )t iniott u i, let tt l)t)ul 1t--oun.: l is too tourl.

b. 1. Studying English at secondaryschool helps you get a better tob.2. We study English at secondaryschool.

c. 1. The food and people n Japan, aiwsn,6nd Koreaarevery nteresting nd different,and so are he buildings.

2. TraditionalTaDaneseood s different rom Koreal food.

d. 1. My grandfatherhas helped me in many ways.

2. My grandfather s 86 yearsold,

e. 1. I really ike sports,

2. Rugbyhas aughtme many hings about ife.

l. 1. Therearemany environmental roblems round le world.2. It's important o save he rainforestsn SouthAmerica.

g, 1. I gotan A on my lastmaths est2. I havea secret ecblique or learnilg maths.

GIVINGAND RECEIVINGRESENTS15



5 Improve these topic sentences. Circle the topic. Choose a main idea for each topic and

lvrite a topic sentence. Then share your new sentences widr a palbrer or small group.

- . : . - " . ' ; . -a. I havea photooI my girlhiend.

idear Itri.l2lr91..r.iearitt.r.J.r-.I:c.r:/..1tr.,:,...............

rnnicscnrcn,rc.t ' ' t t t . \ . ' t t :1t ! ! . . . .1t . . ! t ! t . i ! ! .U.t ! : . ! ! : ! . . t . ' . r : : . ! ! : . i : . , : .1. . ! : !1. :1,1..r .

topic sentence:

d. My ftiend is nice.

idea : . . . . . . . . . . . . . . . . . . . . .. . .

+ .h i . canron .o .

e. I learnEnglishat school.

Languogeocus:Usingand ond but to join sentences

7 work with a partner. Look at these pairs of sentences. How are they similar? How arethey different? which do you like better, and why?

a. 1. I sent my mother a birthday card. I called her

2, I sentmy mothera birthdaycardand calledber.

b. 1. I like getting flowers. I don't like getting chocolates.

2. I like getting flowers, but I don't l ike getting chocolates.

c. 1. I didn't send my brotler a birthday present.He didn't send me one.

2. I didn't send my brotJler a birthday present, and he didn't 6endme one.

a In each case, he sentences n 2fow

better - that is, they sormd more fluent and natural.

a Sentences bout the same opic can often be combined with words like ond and but.

. Use ond to ioin simr'lor deas. n 7a, he wdter did two things for her mother's

bithday (sent a card; called her). How are the actions n 7c similai?. Use 6ut to show contrdsting deas:good / bad, easy difficult, positive / negative.

What is the contast in 7b?

8 Look again at the paragraph on page 73, A Bitthday Present Underline the sentences

ioined by and and buf.

16 GIVING AND RECEIVINGPRESENTS



Same olidalrDifferentCustoms

Peoplen the UnitedStates ndJapatcelebrate alentine'sayon 14thFebruary

However.heholiday s celebratedn differentwaysn cach ountry.n the U.S.,Valentine's

Days enjoyedy riends nd omanticparbrers,-...............ntapan sually ily romantic

partnerscelebmtethisdayChocolateisthemostpopulargiftinJapan,b................it is

cor nolri[theU.S.too.However,iniheU.S..otherkhdsofgiftsarealso$velr'c.............

manypeople xchangeards. hebiggest ifferences that [Japan,girlsandwomen ve

chocolatetoboysandmen,d................intheU.S.,boysandgirlsgivecadsorsmallgif

all of their riends.Amedcanmenandwomen ivegiftsandcardso eacl other.n fact,women suallygetmoreexpensiveifts hanmelr. would ike 0 beamarr rrJapall,

c ..... . . . . . . . . . . .womann heU.S.l

29 Completehis paragraphwith ond or buf,

Nole: Don't begin sentenceswith And or But in academicwdting. Use In oddidon

or Horrever nstead.

GIVING NDRECEIVINGBESENTS 7



Longuoge focus:Pu nctuotion

l lhen you join two complete sentenceswith but, you must always use a corDmabeforebut:

I didn't wont to send her a prcsent- I sent her one onytvay.I didn't wont to send her a present,but I sent her one anlway.

When you join two completesentenceswith ond and the subjectsof the sentencesareboth r4/ritten, use a comma before ond:Shopping in the town centre is expensive. Parking is hard to find.Shopping in the town centre is expensive, and parking is hord to find.(Shopping and pa ng are both written.)

When you toin two complete sentences nd remove the subject of the second sentence,don't use a comma before and:These doys people post paper cards. People e-mail electonic cards.These days people post popet cards and e-mail elecbonic cards.These days people send poper and electronic cords.(The subjectpeop,le s not \,Titten a second ime.)

| 0 foin thesesentenceswith ond or but Use a comrna fyou need one. Then share yoursentences with a partner. Did you make the salne choices? Talk about any differences.

a. I got a camera or rny birthday. I got clothes for Chdstmas.

.I.gz.t.e.aut?.( pr nl:.hitil.hd!r.l u!.1..r.l.athff$fbi:Clt{i;ilrr.r.r.i-

J.sa.t.et.eq.trnars.fp!:.!ltt:.hlt:tltsnr!.J..sa.t.a.la.lhesfar..c.lilr:elJr.qr,s

b. Ahmed speals English very well. He enjoys his classes.

c, Yoshistudieshard,He doesn'tget goodgrades.

d. In Asia, most people eat dce for breakfast. n Canada, nost people have cereal.

e. Morccco has lovely mountains. Morocco has beautiful beaches.

f. Spanish s spoken n most of South Amedca. Portuguese s spoken n Brazil.

g. Presentsare difficult to choose.Presentsale hrn to qive,

h. Noodles are easy o cook. Noodles are popular in many countries.

18 GIvING NDBEcEIVINGRESENTS



2Put it togethef

| | Male a quick list of presents you havegiven and received.

Presentsqiven Presents eceived

| 2 Chooseonep.esent.Tell your partrer about it. Ask and answer questions ike these,

PresentsSiven

. Who did you give t to?

. Whendid you give t?

. Why did you choose his present?

. What did your ftiend or family member trink of the present you gave?o (your deas)

Presenta eceived

. Who gave t to you?o When did you receive t?. Why did someone hoosehat prcsent or you?o What did you think of the prcsent?. (your deasl

| 3 On a separatesheet of paper, write a topic sentenceaboul your present, and then writesentenceswith and and buf.

| 4 Exchalge papers with a parhrer.

. Circleyour pa ner's opic and underline he main idea.a Circle he commas our partnerused.. Talkwit}I your pajtnerand decide f your commas ue n ttredght places.

| 5 Hand in your sentences o your teacher,

GIVING NDBECEIVINGRESENTS 9



In lhis unit, you will ...r developparagraphswith descriptivedetails.

I use ists to brainstorm,r learn to edit ists.I combine entencesontainingadiectives.r write aboutplaces.

Describe his picture o a partner.Haveyou been o lhe beachbefore? ell your parhrerwhat it was ike.

2 Read the paragraph and answer the questionson page21 with a parlner.

Relaxingt heBcach

r Wheresyour avoudte urnmeroliday lace? Thebeachs theperfect laceorme.3 Theair s hot,but thewaters cool,wetandresh. Ffust, edoyswilnmingndsurfrngn thesea. Whe[ am ired, come utandie on hebeach. The ands softandwhite.TThebeachs noisywith seagulls ndchildren aughing, ul it s apleasantoise. I evenike hebeach mells. Theairsmells a]ty rom hesea nd

sweettomeverybody'sun ream.0 I feel eaceflrlnd elaxed.1.When want1o elaxirrs runer,I o o thebeachl

20 A FAVOURITELACE



3a. Which sentence s the topic sentence?

1n 2 1on

b. What do sentences ,4,6,7 and I do?1. Say the same nformation in a different way.2. Tell a story about the topic.3. Explain the topic sentenceby giving more information.

Longuogeocus:Descriptivevocobulary

You know that a topic sentence ells the main idea of a paragraph.Supporting sentencesdevelop the paragraphby adding more infomation. When you describe a place, you candevelop your paragraphby adding descriptive details- information tlat tells how a placelooks, sounds, smells, or feels.

3 With a partner, put these adiectives that can describe places into the table below. Somewords can be used in more than one place. Check a dictionary or ask your teacher toexplain aly new words.

dark fiiendly musical softdry green quiet spicyexciting humid lelaxed sweetfragrant loud sharp warm

look sound smell feel

Look againat theparaSraph n page20, Reloxingat theBeacrr.Circle the descriptiveadiectives,and tlen put them into tle table in exerciseg above.

A FAVOURITELACE 21



3Broinstorming: ists

You cannot wdte if you don't have sometiing to wdte about. So, before they start towrite, good ]^.dtersbrarnsform deas (they think of and wdte down ideas that they canuse).

In this book, you will practise severaldifferent ways of brainstorming. Try them all, andthen choose he way that works best for you.

J How to make a list

. Use a separate,whole sheet of paper.

. Wdte your topic at the top.a Write down as many ideas as you can about your topic.. Wdte single words or short phrases,but don't write long sentences.a Write dowIl every idea that comes o you, and don't worry about whether the ideas are

'good' or 'bad'.

) Editing your list

After you brainstorm, you need to go back and seewhich ideas you can use. This is calledediting.

o Underline or highlight the good ideas.. Crossout ideas that are not rclated to your topic or that you don't want to use.

5 This exaurple shows a list for theparagraph on page20, Reloxing att}le Beoci. Crossout the ideas hatthe writer didn't use. Compare yourlist with a partner, and say why you

think tle writer didn't use thecrossed ut ideas.

Choose ne of the opicsbelow Inffve ninules, make a list ofideas.Shareyour list witl a partner, Howrnany descriptive adiectivesdid yourpartner use?

a. My favouriteplace o relaxb. An intercsting ity

Edit your list by crossing outunrelated ideasor onesyou don'llike. Showyour partner what youcrossed ut, and explainyourdecisions.

r$\\\\\\t\\\t\\tt\\\\\\tBeach

holiilaYrelax

air-hot' dry,windy?

water-colil, ool' iesh'wer

swim'sud

can'twindsrf

seagulls

fl l'lTl"Jril,,rensiYe

oenttoo arawaY

smeusalt, uncream

feel sand

sounas-trirOs'nifaren'ceanaves

taste-altwaterastesaq

22 A FAVOURITELACE



Writing focus:CombiningsentencescontoiningodjectivesI Look at thepicture.Wilh a partner,brainstorma list ofadiectives o descdbe hescene,

/'-

n'

Read he following paragraphs.How are they theBame? ow are they different?Whichparagraphseems etter o you?Explain your choice o a parhrer Thencheckyour ideasbelow.

3

5 \

oo/)

Uy Maf.her'o i tchen1 My mof,her'e itchen e noL biq.

2 lr. s comlortab .3 lL g warm.4 My mof,herooke lol.5 Her

brclherard me how a cook.b \t/eliked earnin4 ew hinqa.IWe ikedworklr4 oqelher.1aWe ikedmakinqdeliciouaoode.11 ow live araway.1" oflen think abaL)tmymalher'9kilchen.

My MotherbKitcheu

' Uy nothcr'shitchens notbr1,but t u

warn au/ confortalle2 u7 nothcr to/,.s

a lol andherkltuhenwells piEan/ swcet1Sowetinreshe aryAtn7brother ndne

how octol a we ikc/ lcanu! ncw hiklt,

worhiry tlcther,anl nal'ry lelLio"s

foo*.

5Now l e

far

away, d t ortcn

thi"l aboutwy wothcrL ihhen.

The first paragaph is less nterestingbecausemany sentencesare all the same ype:noun+verb+adjective.

You remember rom Unit 2 that sentencesabout similar topics can often be combined.One effective way to do this is by combining sentenceswith adjectives.

A FAVOURITELACE 23



3To make more varied and interestingEentences,ou can:

o combine the adjectives n two sentenceswith ond or but. Remove he subject and verb

from the second sentence,

Exartple The film was long. The film wos boing.

ondThe filn wos long-1he-filn-+vee boring.

The film was ong and bofing.

Example: Our lromework s difficult. Ow homework is fun to do.

Our homework is difficult=.€rlr+et'€{#e*-is fun to do.

Out homework is difficult, but fun to do.

a combine three sentences.Notice how a comma is used between the firct two

adiectives.Remove he subiectsand verbs frorn the second and third sentences.

Example: -tler skrrf was short. It was block It was fashionable.

Her skirt wos short=1+'wee lackl!+es fashionoble.Her skirt was short, black and foshionoble.

| 0 Find and underline three examples of combined sentences in the paragraph on page 20,

neldxing dt the Bedch,

| | Combine these sentences. Then compare witl a parhrer. Which sentences did you

combine the same way? Which were difrerent?

a. Charles s interesting. He is a little strange.

b. The river was deep. The river was wide. It was cold.

c. Our teacher s shict. He is fair.

d. July was hot. It was humid.

e. Kim is my best tiend because he s kind. She s sm . She s funny.

f. The food in tlat restaurant s delicious. It is expensive.

24 A FAVOURITELACE



3Put it together

| 2 Work with a partner to complete the paragraph below and make it better. First, make alist of details you could add to the paragraph. This is an irnaginary p lace, so use yourimatination!

The roons are snall The raons are datk The loat^s are dillA Thele k ho ail.atdhtoAtrs

The too]hs are hol ih sulnhe/. Thete is ho healihg. The toons are cold irt ,rittlet. Thete ate

big uihdouls The rien/ is le],/ible.

Thal is h/h! I uahl lo ath Aou het/er lo slalJ ih

On a separate heetofpaper, write your completed aragraph,

a Combine senlences o ma-ke t morc intcrcsl ind

a Wdte a topic sentence.

Check your writing.

Did you ...

L--.1 nclude a heading on your papet?

L J format the paragraphproperly (seepage2)?

E shrt and end each sentenceconectly?

Exchaagepapers with another pair. Compareyour paragraphs.What is the same?Whatis different? Which do you like the best?

Hand n your paragraph o your teacher.

t3

t4

t5

t5

A FAVOURITELACE 25



In this unit you will ...I useword maps o brainstorm.

r practiseusingadiectivesn sentences.t learnto write concluding entences.I learn when to use capital letterc.I write aboutpeople,

Look at ttre peopleand describehem o a

Parmer.

Read his paragraphaboulJackCollins.Decide

which person is most like fack. Then answerthequestions n page27.

JackColl ins

l.Jack Coll inss the mostamazingperson haveever met.2 He came o my

schooland talkedabout his difficult ife n

prison.3He was n prisonor 15years.4 He madea lot of mistakeswhenhe was

young,but now he has changedhis life.5 He saw a lot of violence n prison,so he

useshis experienceo helpsecondary chool

students. Jack s tall andstrong.7.He

also ooksa littlescary becausehe has

some spider attoos.8 ThethingI

remembermost s his sensitive ersonality.s He reallywants o helpyoungpeople.10 |'ve nevermet anyone ikeJack before,

ti . \

*gg*t

t---r,

26 AN EXCEPTIONALERSON



4a. Which sentence s the topic sentence?

Circle the topic and underline the main idea.b. Which sentences ell about Jack'spersonality?c. Which sentences ell about Jack'sphysical appearance?

3 Find the nouns these adiectives deecribe:

a. amazing .Pell!9.4.

b. difiicult

c. young

d. tall, strong

e. scary

f. sensitive

Note: Nouns can be used as adjectives; or example, spider faffoosin thepara8raph n page26 aboutJackCollins.

4 Look again at the paragraph on page26, Iack Collins, and underline the other noun ihathas been used as an adiective.

Broinstorming:Word mops

RememberIn Unit 3,you earnedhat brainstormint asused ... to rhinkof many deasor yourwritint.a to helpyousee he connectionsetweendeas.andyou earned ow to brainstornusingists.

A word map is another kind of brainstorming. Word maps can help you think of rnanyideas for your writing arld see the connections between the ideas.

a Use a separate,whole sheetof paper.. Write your topic in the middle, ard draw a circle around it.. Write an idea about the topic nearby,and circle it.. Dmw a line to connect the ci rcles. This shows that the idea and ttre topic are related,o Add more ideas and circle the ideas.a Dmw lines to coDnectaly circles with related ideas.a Write dowrr as many ideas as you can. Don't wolly about whether they are good'

or'bad'.a After you finish, cross out any ideasyou don't want to use.

AN EXCEPTIONALERSON27



4This example shows a word map for the paraglaph on page 26, ock Collins. Notice which

idea6 he iter kept and which ones he / she crossedout.

On a separate sheet of paper, rnale a word map for one ofthe topics below,

. Use plenty of descdptive adjectives.

. Shareyoul word map with a p ner.

. How many descriptive adjectives did your partner use?

a. A relative

b. A teacherwho helped me

c. A film / music star

Languogeocus:Using odjectives n sentences

Adjectives anbe used n threedifferentways:

a beforea noun

JackCollins s the nost amazingperson hdveevermet,. aftera form of the be verb

He mode a )ot of m)stafteswhen he was youngo alter a verb ike taste, ound, ook, eel,smell, eem

He also looks a little scary.

6 Write sentenceswitl each descriptive adjective tlat you used in your word map. Thy owrite all three different types of sentence.


@e*onl'

wt attoos- alkelat\

ecnoo'aificult,

ti?tder

5Cary

JacK co|tn9 ?rleon

*w5 year

{reonali/wanta t

el?kiao-./., wenoilive



4Look at the pictures and do the following.

a. Wriie two or thrce adjectives or each personon a separatesheet of paper.you canwrite adjectives or their physical appearance r their personality {useyouri lnagination!1.

b. Exchangepaperswith a partner Write sentences siDgyour partner,sadjectives.Then

shareyour sentences

Writing focus: Concludingsentences

A good paragraphhas a clear topic sentenceand supporting sentences hat explain andsupport the topic seDtenceMany (but not all) paragraphsalso have a concludingsenteDce.he concludingseDteDceloses he paragraph.

A concluding entence an ,,,

a restatehe topic sentence.a summarise he main idea of the paragraph.. make a prediction conDected o the paragraph,sopic.. make a suggestionor give advice connected o the topic.

A concluding entence oesnot statea completelv ew idea

AN EXCEPTIONALEBSON29



48 Read these concluding sentences for the paragraph on page 26, /ack Cor]ins, and decide

if they 1 (restate),2 [sumrnarise),3 (predict) or 4 (suggestor advise).

a. . . . . , . . . . . . 've nevermet anyone ike Jack efore.

b. ........... I think jack will help many teenagers tay out of pdson.

c. ........,.. Everyoneshould talk to someonewho has been to prison.

d. ........... Jack'sexperiences,appe ance,and personality make him very memorable.

9 The paragraph below is called My Best Friend's Grandfoffier. With a partner, think oflhree or four things the paragraph could be about.

| 0 Read the paragraph and ffnd out if any of your guesses were correct.

M19estFriend': canAIaIhvr

I tnls anall aarnrom ieleningo ourgrandparen'i6Ml bcsJricnd'igrand{aihorel\6

grvai510-|?.6bout ii life. V'tt14 ya-5old,buihrsvoi@i 51i11ironganA \var4 Lv

spcaksuiei\l nd lorl1when c ells lonies Hir ifewardiffiruli rhenr uarloungL l1i5amilldidn't avamuch onel,andhevrorkedard Evcnhough io ifevtas ot

ea5y,e 5posilivendoptirnistiaI cancarn nanl hingsromhi6btories

| | Read the senlences below and do the following.

a. Decide which sentencecould not be a concluding sentence or the paragraphMy Be6t

F end's Grcndfather.b. Put the sentenceyou like best nto the paragraph.c. Tell a partner which concluding sentence ou choseand why.

1. My best ftieDd's grandfattrer s a wonderful storlteller2. My best ftiend's graadfather s a good exarnple or me.3. My best ftiend's graldfather never went to university.4. I think all teenagers hould listen to their grandparents'stodes.

30 aN ExcEPTtoNALERsoN



4| 2 Look at the picture of the football player, David Beckham, and describe him to a parlner.

l3 Write a concluding sentence or the paragraph, A Populdr Atilefe, about DavidBeckharn. Share your sentencewith other students.Decide whether the sentencesrestate,summarise, predict, or suggest advise.

A Populor thlete

I DovidBeckhqn ecome fomousootboll

ployer n the loie 1990s,ond by 2003 wos he

rnost ecognisoblethlete n he world. He

woso populor loyer irst in Englondor

Monchester nitedond hen n Spoinor Reol

Modrid. Theyore bothsuccessfulndvery

rrch ootboll eqms. Beckhoms o voluobleployerbecouse e co^ toke dongercusreekicksondposshe boll ongdistonces

Beckhoms nof onlyo tolented loyer ut olso

o fontqstic eoder.He edhiscouniry,Englond,in lhe 2OOZWorldCupwhere hey only ost io

Brozrl. is ansolso espect imbecouse e s

a veryhordworkeron he fieldondon hetrqining round

AN EXCEPTIONALEBSON31



4Longuoge focus: Pu nctuati o n

J Capitalisation

Remember

In Unit l,you learnedhat he first word of a sentence tarlswith a capitaletten

A word is al6ocapitalised f it is .

. in the title of a piece of writing (pa.ragraph, ssay, ook), a film, a piece of music, etc.Don't capitalise prepositions (oJ to, r44tli), rticles (o, tJle),or conjunctions (ond, but).

o a name of a group, a place, or a person; hat is, a proper noun,. a day of the week or a monttr.a a language or a nationality.

Nole:A propernoun s the narneof a specificperson,place,or ttring.For exarnple,Pjcdssos the narneof a specificperson,Pans s ttrenameof a specificplace, he

Olynprcs is the name of a speciffc thing.

f4 find all of thecapitalisedwords n the paragraphon page37,A Popular Aihlete.'Iell aparhrer why each word is capitalised.

l5 Rewrite he followin8sentencessingcorrectcapitalisation.

a, david beckhammardedvictoriaadams,who was a singerwitl t}respicegirls,a popgroup n the 1990s.

b. beckham earned to sDeaksDanishbecausehe moved to madrid.

c. in march 1999, david and victoria had their first son.

d. the beckhamsnow have tlree children. calledbrooklvn. romeo and cruz.

e. romeo was born in september2002 and cruz was born in February 2005.

f. tlere is a funny film called 'bend it like beckham,' which is about one of davidbeckham'E ans,




4Put it together

| 6 With a paruer, match the topic sentenceon the left to the concluding sentence on the right.

a. ...,..,.... admiremany hings boutmy father.

b. ........... think my uncle'sace howshis personality.

c. ...........DanielRadcliffe,who playsHarry Potter, s my favoudteactor,

d. ........... was always iightenedof rnyhistory eacher.

e. ........... y mother s a verybusyperson.

f, ........... lvis'body ndhealthchanged she gotolder.

You can easily see hat he is ftiendly,outgoing, and loves to laugh.

She works hard at her job, but shealways has time for me.

His poor health is probably why he diedyoun8.

When I grow up, I hope I will be just

like my father.

She was scary,but I learned a lot fromher tough lessonsand stdct personalityl

I thi* he will keep improving as he

getsolder and makes more films.

1 .

2.

3.

4.

5.

6.

l7 Chooseone ofthe pairs of sentences n exercise 16 above.Make a word map about thetopic. Use your imagination!

| 8 Look at a parhrer's map and saywhich ideas are most intereetingto you.

l9 On a separate heetof paper,write a paragraph.

. ite the topic sentence ld concluding entence ou chose n 17.

. Add supporting entencesy using hedetails tom your word map.

20 Checkyour writing.Did vou ...


format the paragraph coFectly?

start and end each sentencecorrectly?

give the paragrapha title?

2 | Exchangepapers with a partner. Talk with your partner and decide if all the supportingsentencesare relaled to the idea in the toDic sentence.

nI

n

22 H"rrd in your p.ragraph to your teacher.

AN EXCEPTIONALERSON 33




I review descriptive vocabulary

I use freewriting to brainstorm.

I review what a paragraph contains.r develop peer feedback skills.

I write a paragraph about a lrend.

Talk with a partner or small group,In many Westem countries, t has

becornepopular for young people to

get attoos. Is this true in your

country? Do you know anyone with

a tattoo? Would you ever get one?

Why do people get tattoos?With

your group or partner, make a list

of all the reasonsyou can think of.

Then read this paragraph to see fany of your reasonswere

nentioned,

Beautiful orever!

1 lvly riends hink 'm crazy. N,lyathersays 'll neverget a job now andmy mothers worriedhat won't get married.3Howevel 'mglad got atattoo.4 astmonth, hada beautifulundesignattooed nto he opof myleftarm.5 lt'ssmallish,eatand eminine. lt won't et ost ike ewellery r

wearout ikeclothing.Evenwhen amold, willstillhavemy ovely un.8 lt

makesme eelunique ndconfident.9know omepeoplehink attoos reunattractive,ut love he special ookof my new symbol.

34 TRENDS ND FASHIoNS



53 Read le paragraph on page34, Beoutiful Forever!, again and arswer the8equestions.

a. I,Vhich entences the topic sentence?

1E 2a 3n 7Eb. What do sentences, 6 and I do?

1. Say he same nformation n a differentway.

2. Tell a storyabout he topic.3. Explain he topic sentence y givingmore nformation.

c. Which of thesesentencesouldbe added o the paragraph?1. It was designed y a famousartist.2. Chinese haracters repopular or tattoos hesedays.3. My fatherdoesn't ike piercedears,either.4. Evenwhen I wear clothing hatcoversmy tattoo, feel specialbecause know

it's tlere.

Language focus:Yocabulo y review4 Work with a partner. Look at tiese adiectives rom Units t-a. Do tley describe people,

places,or ttrings?Write tle words in the appropriate column. You can use some wordsin more than one column Then add two more words ofyour ortr'n o each column,

busy convenient comfortabledifficult exciting ftiendlyhumid noisy peacefuloptimistic popular 6altyshy spicy valuable

people places thing8

TRENDS ND FASHIONS 35



5Bra n sto m ng F eew riti ng

Free\a'riting s a kind ofbrainstorming where you wdte everything you can think of,quickly and without stopping. Freewriting helps to improve your wdting fluency, andgives you ideas for your wdting.

a Write as much as possible for five or ten minutes.

. Don't worry aboulspell ing, rammar. r punctuationo If you make a mistake, ust cross t out and continue writing.

. Wr i tF on t i nuous l y . i l hou ts topp ing .

Remember hat when you make a list or a word map, you write words or short phrases.WheD you freeu,' te, you write senteDces.

Look at this example of fieewdting on the topic of trends and fashions.

WAats trenly orfashrlonableaw?cant hi'* ofaryth;nt Do have grthlry hat rs

fashknable?

don?hiu/< o.EverToneatanob'l/ehone

"ow.

But mobi/ehonesren't

veryntereshinl.hat sfachianallehae ays?Whatabout t*s 7WReaL, v b

fashionallehere rca ht ofrealif 7'r/ howshesea1s.rhe

ApprcnhZlsTretl yo/.fhere re14norwal eoplehohaueo ive ojether heseeophworl 'ln ea-car/ have

tacompleterusinessasls.EvetT eelone an/i/aleon hehsiry teaw fred. t tht

end,AlanSryarpicksawiunerllon the astwopeopb hd hg/wi" a floqoooinb

withhiw. wish had loqooo!'Bi

Brother' terrlble. one eophi,,enaho,se n/

ercryweek/teres a rote n/ oneersozeaves.t is sinti/ar o'Ihe

Apprentice'ut

M;ry kriry TheseeoT/ere"ot

a//owe/o eavehehouse hry out ha"e rery "c/t

todoand hg'often auerluwents nl f1hts. thihl< ott fople who o" realiEtuarea /ilt/estrange

Chooseone oflhese topics.

For five minutes, write as

much as you can on a

separatesheetof paper,

Write everything that comes

into your mind, without

stopping.

a. A clothing trendb. A trend I don't like

c, A popular item I own(orwould l ike to ownll

36 TRENDS NDFASHIONS



5) Editing your freewriting

After you fteewdte, you need to edit what you have wdtten go back and seewhichideas you can use. It is useful to:

. underline the good ideas.

. cross out anything you don't want to use.

5 Look at the edited freewriting below What lopic do you thiDk the L'riter will use forhis / her paragraph? Why did the wdter cross out or underline some sentences? xplainto a partner. Use reasons ike these:

a The sentencewasn't about the topic.a The sentencewasn't interestinu.a The sentencewas intercstins.

what 6 tYch4)/ 0/ lashronaOlenow W

Erl ln'c,6lbrt: Reali, fV,j

fashionalleThere rea /ol o/ rea/ity7Vshowc hae davs.The

Apprentitc' preltvsood.

fhereare14nonaa/people hohatc to /ive oadher fhese eoo/eorl in leans au/ have

loconzp/etcusiness zsLs. ety weckonccan/idateon the osinaeam j frre/. nl the

endA/anSuoaroib a winner row thc/a.st aooeoo/e.n/ lhevwin a t loo.ooo ob

wtth hin. +;,sh+4d+toqaee!'Br1

Brother'b tumbh. So-epeo/e/i"e n a ho"seanl

euetT eekhereb a uotc n/ one ersoneaves.t is sini/ar to'/he

Apprentizc' ut

M;g borint lhese co/eart notallowedo leavehe housc hry don have erymuth

lodoan/ tlteyorten tavrarqunenk an/fqhtt. t thinl nostoeop/e hoaoon rcally Tv

Look at your fTeertrTitin8rom exercise 5 on page 36. Underline sentences hal you thinkare interestin8 or useful. Crossout anything ttrat is not useful.

Spend another five minules freewriting, starting with a sentence or phrase you haveunderlined.

Look at your two examples offreewriting together.Do you have enough deas for aparagraph? Ifnot, freewrite some more!

I

I

TBENDS ND FASHIONS 37





5| 2 With a partnea describe he diagram below. What is happeninS n each circle?

Processwriting




5Writing focus.'Peer reviewing

Exchangingpaperswith a classmate, eading eachother'spaper,and making comments s

called peer rcview)ng.When you read a classmate's aper,you can .. .

a practisefinding topic sentences, upporting sentences, nd concluding sentences.

a notice special vocabulary or grammar.o seedifferent ways to do the sameassignment.

. help the wdter by saying what ideasyou Iiked best.

. ask questions o help the wdter think of more ideas.

. ask a question if you don't undeBtand something- and maybe he uniter will think of

a better way to explain.

Many wdters - even very good writers - feel nervous or shy about shadng their rtriting.

When you write comments about someone'swriting, be kind, useful and truthful.

Rememberalways to say what you like. Comment on ideas and organisation,and not

spelling or grarnmar.

l3 with a paruer or group, look at the comments below. Put a tick [/) by the ones that areuseful for the writer. Put a cross 0() by the ones that you thiDt aren't useful and Sive a

reason; or example:

. It isn't kind.

. It isn't clear.

. lt isn't useful.o It (probably) sn't true.

a. Ll The topic sentencewas rcally interesting.

b. D You don't have any examples.

c. L-l You have one good example. But your paragraph s a little short. Canyou write

endthar pYAmnlp?

d. n I lik"d yorrl paragraphbecause t was honest. I think you should add a title.

e. L--j Your topic sentenceald concluding sentenceare exactly the same.Maybe one

should be different.

t. n r thrk it'" or.

g.

_

Your paragraph s not very good. I couldn't unde$tand anytiing.

h. L-l Your concluding sentencewas funny. I liked it a lot!

i, L-l You used some nteresting vocabulary. t was ea6y or me to imagine that place.

j. You are a better wdter than Shakespeare!

k. I'm not surc which sentence s tle topic sentence. s it the filst one or the second

one?Please ell me,

/TO TRENDS ND FASHIONS



5Put it together

| 4 Use the ideas fiom your brainstorming from exercises5 and 8 on pagesA6 and 37 tor.{ritea paragraph.Write a topic sentence nd supportingsentences. ecide fyou wantto write a concluding entence.

| 5 Checkyour writing.Did you ,.

E includea headingon your paper?

! format he paragraph roperlyt

n startand endeachsentence orrectly?

n usecapitalisation orrectly?

n give he paragraph title?

E write a topic sentence?

n write supporting entences?ow many?

usedescdptiveadjectives?

! only includeone clear dea n eachsentence?

I order he sentencesogically?

E cornbine entencesogically?

n write a concludingsentence?

| 6 Exchangepaperswith a partner. Include your brainstormint.

. Fill out thePeerReviewFormon page104.

. Talkwith your partnerand goovereach olm.

l7 Readyour paragraphagain.

a Think about he commentsTomyourpartner,. Mal<e ry additionsor changeso your paragraphhat would make r suongeror more

interesting.

I I Hand n the second raft of your paragraph o your teacher.




White Lies

In this unit, you will ...r identi& opinions and exarnples n supporting sentences.

I usediscussion o btainstorm.

r write a paragraph about your oPinions.

what is a wftite ]ie?

a. A mistakeaboutcolours,e.g. Tom'snew car s red'when it is actuallypurple

b. A small or unimportant ie you tell not to hurt someone'seelings, g 'I think your

new car ookscool' whenyou actually hink the new car ooksugly'

c. A type of lie politicians ell to bepopular'e.8. WhenI aIn President, veryone ill be

able o buy a new car'when le politician kaowspeoplewill not havemoremoney

. Tell a partnerabout he last ime you told a white lie to a ftiend,a family memberor a

teacher.. Tell vour D ner f vou think it i5 OK to tell white lies.

2 Now read this paragraPh to ffnd out iftle writer agreeswith you abouttelling white lies

WhileLies

I While i"t arc nol alwagsbad.2 Il Aoure gour gir(riend lhal her

heu haitcul looks6real uheh il is

horrible,she will kr'owgou are lgin63 I lAi'.,k t ts betler to tell lhe

ltuth iA this case.4 Howeuet,

gour 7irl(netd has a newdress and

she reallg likes iL,gou should

alwagssag is louelg. I{ gou sag

Uoudoh't like il , gou will uake her

urhappgand at,gt'Utilh gou.o You

car, ie i{ lhe llulh b/ill hull atd il

is hol i o4anl.

42 WHITE IES



63 Read the paragraph on page42, White Lies, again and answer thesequestions.

a. Which sentence 6 the topic sentence?

b. What does he concluding sentencedo?1. It restates he topic sentence.

2. It makes a prediction.

3. It makes a suggestion.c. What do sentences2 and 4 do?

1. They give advice.

2. They give examples.3. They tell a story

Longuoge ocus:Givingan opinion

Your opinjon s your personal eeling,A /ocf is somethinghat s hue. Mosturiting usesboth factsand opinions.Whenyou talk aboutyour opinions,you can startyour sentence

I think /riends siould olways be honest.I don't think r/ftite fies are dangerous.I believe it is befter to upsetyour f ends thon to lie.ln my view, it is often safer to lie thon to tell the truth.In my opinion, i)rhg is the sameas cheating or steding.

Whenyou wdte, you canuseone of the sentence tafie$ above,However, e carefulnotto use oo many,or to use hem too often.That canmakeyout writing soundweak.Thereader nows hat the paragraphs your opinion,because ou wrote tl

4 Look at the sentences elow. Write F for the facts, and O for the opinions.

a. ....Q... LearningEnglish s easier or girls than or boys.

....1.'.... herearemoreboys laIl girls n my Englishclass.

b...,..,... Good eacherson'tsive oomuchhomework.

Our teachergaveus homework last week.

c. . . . . . . . . . KeanuReevess a goodactor

...,..,.. Keanu Reevesstarred n the Motnx films.

d.......... Many teenagers arry rnobile phonesthese days.

Mobile ohones are verv convenient.

e.......... All students ave o weara uniformat mv school.

Our schooluniformsarenot verycomfonable.

f. ......... I don't believe tratwearing he latest ashions s important.

My favouriteclothesareall black.

WHITE IES 43



6For each topic below, write one fact and one opinion.

a Readyour sentences o a parLner,. Your partner will tell you which sentence s the fact and which is the opinion

a. tea

l' ' |:r : |.1r:rt.:.:.r lLl ' ' lLl. lr tt:.1.,.r11:l:r. i ; 'u.1i11,..../.......

!j.l! .t.:. i.t.'t. t.t.t.\.t.t'.\!lt:l!!

b. university entrance exams

c. violent video games

d. datin8

e. money

l. sports

g. (your choice of topic)

44 WHITE IES



6Bro n sto ming Discussion

Ta l l i ng i l h o lhe rppop le s a goodwa1 o b rdins to rm:

. You can share deas with different people.

. YoDcan ask questions o help other students think more deeply.a When other students ask you questions,you will think of examples o support your

oprnrons.

When you're discussing, t's OK to disagreewith your classmates.However, t isimportant io be rcspectful of opinions that are different ftom yours.

In a group, form opinions about lhe topics below.

. Think ofas many opinions as you can. You don't have to believe them.

. Someone n your group should write down all the opinions in your group.

. Shareyour opinions with another group or with the whole class.

a. International maIIiages

b. PareDts eaving a five-yearold child alone in the house

c. Secondaryschool students piaying video games

Writing focus.'Supporting sentenceswith opinions ond exomples

In your topic sentenceand sDpportingsentences, ou can give an opinion. To supportyoru opinion, you could give exomples,which can either be facts or experiencesyou've had.

Look again at lhe paraSraph on pate 42, I44rifeaies. Which sentencesare opinions?Which sentencesare examDles?Are some sentences oth?

wHrrE |ES 45



68 Decide f thesesentences re opinions O) or examplesE).Write O or E next o each

senrence.

a. ......... Smokingshouldbe banned n allrestaur€mts,

d .

Smoking is banned n restaurants n

California arrd New York.

The air is cleaner and healthier innon-smoking restaurants,

I believe that customersprefer

non-smoking restaurants.

My clothes smelt horrible after I

had dinner with a ftiend who

smoked.

I went to a smoky restaurant n

Paris, and I couldn't eat my food,

In my country, smoking is banned

on buses and hains, and in all publicbuildings.

9.

9 Read his paragraphand answer he questions elow.

Lying

1 In my opinion, exaggeration s the sameas lying. 2 My friend lohn is alwaysexaggerating. When we met two years ago, he told me he spoke French fluently.4 However, ast week we met a Frcnch man at a football match. 5

Johncouldn't say

anything to him in French except, Where are you fiom?'and'Do you like England?'6.I tiink he lies becausehe wants to be exciting. T Last night, he told me he has anew millionaire girlfriend. 8' She probably has a lot of money but isn't amillionaire. s-I don't believe John s a good ftiend.

L

b .

G.

e

a. Tick (/l the w-riter'sopinions.

1 .2.

3.

4.

trnnn

A good tiend doesn'texaggerate.A good tiend hasa rich girlfriend.

A good iiend is exciting.

A good tiend tells the truth.

Undelline two examplesused to support the u,'dter'sopinions.

Work with a partner.

1. Give an exampleof a time you have told a white lie or exaggerated.

2. Tell your partner your opinion about white lies and exaggeration.

o.

c.

46 WHITE IES



6Put it togeth€r

| 0 Chooseone of ttre opinions you wrote for exercise6 on page45.

a Use his opinion for your topic sentence.. Brainstormdeasby discussingie opinionwith a smallgroup.. Wdte down examplesfactsor experiences)o supportyour opinion.

| | Write a paragraph.Useopinionsand examples,

| 2 Checkyour miting.Did vou ...


format the para$aph properly?

start and end each sentencecoEectly?

use capitalisation conectly?

give the paragrapha title?

wdte a topic seDtence?

vrrite supporting sentences? ow many?

only include one clear idea in each sontence?

order the sentences ogically?

combine the sentences ogically?

write a concluding EenteDce?

| 3 Excharge papers with a partner.

. Fill out the Peer Review Form on page 105.a Talk with your paltner and go over each orm.

l4 Read your paragraph again.

. ThiDk about the comments rom your p ner.a Make any additions or changes to your paragraph that would make it stronger or morc

interesting.

| 5 Hand in the second draft of your paragraph to your teacher.

nnn

nnnn

!

n

WHITE IES 47




r developparagraphswhich explaincauseand efrect result,I combine entences ith so andbecquse.I practise further with word maps and freewriting.r write a paragraphaboutexplanations nd excuses.

Describe his picture to a parher. Guesswhat the problem is. Tell your partner what youthink the peoplearesaying.

ry

2 Read he paragraph alrd check your guess,

ft Wasn'lM/ Fauft!' Teathers ho^/dbe ,rnderstandtnlwhenstu/ents can? cowT/ete *ignments on

time.z t coa//n't /o t/te writing homeworlfor Enj/bh e/ass oday,an/ ny teaeher

/idn't want to hear ny reasons.3 /ta/joo/ reasohst oo.a Lasl ni/tt wasEran'sbtrlhlay. 5 ue's ny bestfrbnl so/ hal toy to h;spady. 6lrter thepart7, I tr;ed to lo

the honework,but ryt eoupnterltrozeand / /ost a// the nfonuahbn.7/ was loo tired to

wrte it alain becauset was vety ate. My teacherdidn? care,ashe saif'you

ha/ two

weelsto do the assjnnenl so thereare noexewes.'la / thinl she! an7ry wr:thwe,but

it wasn?wy fan/t,

48 ExPI.ANATIoNSNDExcUsEs



73 Why didn't the writer do his homework? Write W for tle writer's reasons a.nd T for the

teacher's reasons.

The writer didn't do his homework because ..

a .,........ it was his best ftiend's bi rthday.

b, ......... he is lazy.

c. ....,..,. he isn't oryanised,

d. ......... he had a computer prcblem.

e. ......... he isn't a serious tudent.

Longuageocus:Givingexplonotions

) Cause and effect / result

a So and becousecan be used to join two sentences ogether:

It was raining. I took an umbrella.It was rcining, so I took on umbrella.

I took on umbrella because il wos roining.

o So and becousehave a similar function.

So tells us the result or effect of a situation:I took an umbre a.

Becouse ells us why something happens (the cause):I took on umbrclla. Why? Becouse it was raining.

a So and becouseare often very close n mealing, ald you can choose either - but youmust use so with the result / effect and becousewith the cause:

I had a cold. I didn' t go to class.I hod a cold, so I didn't go to closs.I didn't go to classbecatse I had o cdd.

Note: A comma comes before so. There is no comma before becouse.

4 Look again at the paragraph on page 4a, It Wosn't My Fo.urt, and do the following.

a. Underline the Eentenceshat use so or becouse.b. For each of thosesentences, ell a partne! what pa of the sentence ells the cduseand

what part tells the efect / result.

EXPLANATIONSND EXCUSES 49



7

5 Write a sentenceusing soand another sentenceusing because for these situations.

a, The film was boring. Ileft early.

.l.laf.,lr111..r,r.Il:.1t11trr3.,12...11t..,..'.t1.;.

b.

c. I fai led he esl.Tdido'tstudyhard.

d. My alarm clock didn't work. I was late for the meeting.

e. I am shy. don't have a girlftiend,

f. I won't go to the party I'm tired.

50 EXPLANATIONSND EXCUSES



7Longuogeocus Storting with because

Look at these wo sentences:

I was too tircd to write it ogoin beca\se it was late,Becanse t was very lote, I wostoo tircd to w,rite t ogain.

There s no differencen meaning etweeDhese wo sentences. henyou write, use

both styles,This will makeyour writing morevariedand more nteresting. owever,there s a differencen punctuation.

6 With a partner, ffnd the difrercnce in punctuation. Write the explanation here.

7 Rewrite these senlences usine becou,re.

a. t couldn bring my bomework.My do8 atemy homework.

!. i!2!tdt1..t.riJl,t,.11.]:.!rplr.eljs{&. €-c-ilrJ:.dag.sfe.il,

EcsgtlSe4.v.1.".1t.te..u.t,..heut!t!tq!,. ..(.)!4.1.e1.r .i!.ltrjry.i!. .

b. I am oo busy. don'[ exercise.

c. I have oo much homework. sotobedlate.

d. I can't give up smoking. I will put on weight.

e. I lost my ftiend'sbook. wascareless,

f. I'm not going to go to the beach. have to take al exam.




7Broinstorming: Proctice with word mops ond freewritingI Look at this word map and arswer the questions below.

e-ma:i

inoleaA ?astaqe

I Aon'r. enaChrielma7ar+o

hari io finqooacafas

tamilyalwaye

friendehave

Aiff. eliqiong

a. What is the wdter's topic?

b. How many examplesdoes he writer have?

c. Why did the writer cross out some deas?

Read this paragraph. Were your guesses tom exercise I above correct? Look at the wordmap again, and write a topic sentence for the paragraph. Then complete the paragraph

wilh so or because.

Whv I Don't SendChdstmasCards

Mv fumilv has alwavs sent Chdstmas cards to ftiends.

One reason s that I have ftiends all over the world, " sending cards to

them would be expensive. n addition, it's difficult to choose he right cardsmy friends have different religious beliels.

Finally, I e-mail rny ftiends almost everyweek. c ................. . contact them so

often, I don't have an1'thingspecial to say at holiday times. Even tiough I don't send

Christmascards. am still close o mv ftiends.

52 EXPLANATIONSND EXCUSES



7| 0 Look at this picture, and think aboutwhat is happenin8.

Freewrite for five minutes about how the driver explains the causeof the accident

RememberWhenyouare reewritint,..a write for five minutes ithout stopping.a wrire as muchas ol.ican,You ancrossout ideas oudont like ater.

a don'tworry aboutspellinS,rammaior organisarion.

Check and edit your heewriting. Usin8 your ideas,$'rite at least three senlenceswith so

or becouse.Then shaie your sentenceswith a partner or small group.

t l

t2

e




7Put it together

| 3 Chooce ne of these opicsand make a word map or freewrite o getsome deas.

a. A time I was ateb. An accidentc. A mistated, It wasn'tmy faultl

l4 Edit your brainstorming.Crossout ideasyou don't want to usea]ndadd more deas fneceaaary.

| 5 Write a paragraph aboutyour topic ard then checkyour writing.

l5 Exchangepapers with a partuer. Include your brainstorming.

. Fill out the PeerReviewFoIm on page106.

. Talkwith your pa ner and goover each orm.

| 7 Readyour paragraphagain,

a Think aboutthe comments lom vour DartDer.a Mate anyadditionsor chaageso your paragraphhat wouJdmake t stronger r mor

interesting.

| 8 Hand in the second draft of your patagraph to your teacher.

54 EXPLANATIONSNDEXCUSES



Problems

In this unit, you will .. ,

I expresspersonal feelings about problems.

I praclise using r.i'ould like to, wont to and hdve to.r learn to order supporting sentencesogically.

r edit lists by ordering ideas logically.

r write about problems or dimculties.

In a small group, describe problems you have wilh one of the following:

o family and ftiendsa teachers, lassesand studying

o money and budgetin8o expressingyour feelings and ideas

This paragraph is about a problem with parents. Read the paragraph to see fyou sharethe problem and ifyou agreewith the writer,

7I

,ll

Talking to Parents

1 Talking to friends and classmates s easy or a lot of teenageboys, but talking to

parents s more difficult. 2'Many teenageboys would like to talk to their fathers

about their feelings,but they don't know how 3 Sons often want to know how their

fathers eel about them. a For example, would like my father to say that he rs

proud of me. 5 However, my father never talks about his feelings.6 He only wants

to talk about sports or my schoolwork. 7 Parentshave to talk to their kids about

their feelings, or their children will feel lonely at home.

PBOBLEMS 5



83 With a partner, answer thesequestions,

a. Which sentence s the topic sentence?b. What does he concluding sentencedo? lyou can tick more than one answer.)

1. I It restates he topic sentence.

Z. n tt makps prpdiction.

S. ! tr makes suggeslion.

4, ! It sunmarises the paragraph.

c. Which of thesedetails and examplescould be added to the paragraphon pageb5?Explain why the others do not belong.

t. I Vy father ls 58 yearsold.

2. n My f.th""'s parentsdon't talk about their feelingseither.

e. E lty father is often busy with his job, so I don,t have many chances o seehim.

4. Many pareDts ike to play tennis and golf at the weekend.

5. n It's also hard to choosea good birthday present for my father.

6. I I guess f I want to talk with my father, will have to start moreconversationsmyself.

Longuogeocus:Want to, would like to, have toWont to artd tvould like to are seful expressions or talking about wishes:I walrt 10

Eeta good ob.

Miryo would like to trdvel overseas

Note: n speech nd nformalu,riting, lrecontractiond I?e fo is oftenused.However,n academica'dting, onbactions re esscommon.Use ryouJdike townen you wflte.

Hove to shows obligofion (t}Iatyou must do something,or that it is requiredl:Mpi Meihasto

Eelup eo y Io get o yhool

on fimp.Il you want to dfive o car, youhave lo get a driver,s licence

4 Read the paragraph on page s5, Talking to porents, againand underline the sentencescontaining B'ant to, would like to aftl have to,

56 PBoBLEMS



8ComDlete tlrese sentences with the corre cl fo n of want to, would like to, ot hove to

a. Kelly .. . . . . . . . . . , . . . . . . . . . . . . . . .. . cleanher room lt's a mess!

b. Ji Eun ... . . . . . . . . . . . . . . . . . . . . . .. . takedance essons, ut shedoesn'thaveenoughmoney'

c. EvanandErik.... go to the party, but no-one carlgive them a lift'

d. I . . , . . . . . . . . . . . . . . . , . . . . . . . . . . . . .. go out ast night,but I . . . . work at my

part-time job.

e. My parents say f I want a new bicycle' I will pay for it mysell

f . I fyou .. . . . . . . . . . . . .. . . . . . . . . . . . . . . .. . work in Spain,you .. . . . , learnSpanish

g. My little sister s always bothedng me when I. . . . be alone

Completethesesentences.Then share with a partner.

a. I would l ike .. . . . . .

b, I have to

c. Iwantto . . . . . . . ' but I have o '

d. When I was a child, I walted to

e. Last year, had to

f, I wish I didn' t have1o .. . . . . . , . . . . . ' !

PROBLEMS57



8Wdting ocus:Orderof supportingdeos

After brainstoming ideas for a paragraph,you need to decide which ideas to use and theorder you will write the ideas.

Ideas and sentences eed to be ordered ogically.

. Sentenceshat are part of the same dea go togetler

. Sentences an go in cfirono]ogicai (time) order.a Sentences an go in order of impottance fseeexplanation below).

One way to organiseyour supporting sentencess to decide which ideas are mostimpotant. Writers often put tie most important ideas ast in a paragraph,so the sbongestsentencesare the last ones he readersees,When you edit ideas n a list, vou can numberthem in order of impo ance.

RememberWhen brainstorming,.,a usea separate,

holesheetof papera collectas manydeas spossibledont slopwriting).. dont worry if youdont like he ideas.a write shortphFasesr singlewords or listsandword maps, ndsentencesor freewridng.a afteryoubrainstorm,look t the relevantdeas ndbrainstorm Eain.a edityour brainstormingefore),ouwrite your paragraph.

Look at the list of ideas for a paragraph c aTledMaking Langudge Closses Interesting.

o Number ttre brainstormed idoas in order of importance (wtite 1 by the most importantidea, 2 by t}Ie secondmost important idea, and so onl,

. The \a,.dterdecided not to use t\,vo details ftom the list. l{hich were they, and why?

58 PBoBLEMS



8Read the paragraph Making Language Cldsses nferesfing to see f tie writer's order of

importance was the sameasyours.

Making LanguageClassesnteresting

1 Learning a language s difficult, but it doesn't have to be boring 'z'I studicd

French at school for sevenyears,but I cannot speaka word of French now 3 The

problem with learning French was my classes, ot the language.a One problem was

that our textbookswere too old ard boring. 5 The Pictureswere black and white, and

the famous singersand filrn stars had alreadydied! 6 We also wanted to leam about

popular French culture and talk about our lives in French. 7 Students do not want to

memodse rules and vocabulary for an hour everydayand nothing else s The most

impo ant point is that the classroomhas to be interesting.e Students need to play

games, isten to music, watch films and talk about them in the foreiSn

language.10 Teachersneed to make languageclasses seful and interesting f they

want students o learn.

Look at thesesentences or a paragraph c alled The Challengeof Running o Mamthon

Number he senlencesn chronological rder'

Last year I ran the London marathon, and it was the hardest thing I've ever done

The twenty-mile point was the worst because had been running for three hours, I

was hungry, and I was in a lot of pain.

The beginning of tle racewa6 a lot of fun because he crowd was cheeringand the

sun was shining.

I had to spend about six months haining for tie marathon before t even stafied

When I crossed }Ie finish line, I could hardly walk and I felt sick.

Next year, would like to watch the maratlon but not nrn it.

After thirteen miles, the middle of the marathon, my legs began o hurt and I started

to get borcd.

On the day of tle marathon,I had to get up at 5 a.m and 8et to the starting line. It

was cold. and evervonF asverv l ired.

trnT

n

nT

PROBLEMS59



8t0 Look at the paragraph Nof Enoug,h ZIme below and do the following.

a. Choose .breeof the supporting ideasbelow the paragraph.b. Write t}le sentencesnto t}Ie paragraph.c. Put the most important example ast.d- Shareyour paragraphwith a partner.

Note: It's OK to have a di rent order - but be sure to exDlainvour chorcesi

a

The cooks et me test the food sometimes,and I am gaining weighlI would like to seemy friends more often,but I have to work almost every night.It's hard for me to finish my homework. I want to concentrateon my studies, but I am

too tired after work.I want to be a journalist and I would like to spend my ftee time wdting stodes aboutthe people in my town. I can't do this and work so many hours,I have to drive to work, and my car is very old. I m aftaid it will wear out becauseam ddvine it too much.

Not.EtlarTh lme

thould I quit mypart-t imeiab? likemyiob ae a waiter n a Chineoereolauranlbecause he ood 6 qood,he aXmao?hereo triendly, nd ) caneafn eomemoney, ut it i5 caueinq orne?roblemaor me,

Evenhouqh ikemyiab, miqhlquiLun|l I t injoh chaal, r aok mybooo fI can work ewerhoure,

60 PROBLEMS



| | Look again at the paragraph on page60, Not Enottgh Time. Why did the writer begin

wittr a que8tion?Shareyour ideas with a partner or group.

a. The iter didn't know some nformation.b. Ther,yriterwanted o getsomeadvice tom anotherperson.

c. To make hereader nterestedn the topic.d. The writer didn't undeBtand he toDicvelv well.

Put it together

| 2 Chooseone of these opics and then brain6torm the topic by making a list

a. A problemwith a ftiendb. A problemat Echoolc. A problemat workd, A problem n your city / school

I 3 Edit your list.a Crcssout ideasyou don't want to useald add more deas f necess. Number he othe! deasn orderof impo ance.. Share orlr ist with a pa ner,and explainyour choices.

| 4 write a paragraph aboutyour topic and then checkyour writing.

| 5 Exchangepapers with a partner. Include your brainstorming.

. Fill out thePeerReviewForm on page107.a Talk witi yorll partner and go over each orm


. Think about ie commentstom your partner.

. Makeany additionsor changeso your paragraphhatwould make t sbongeror

more nterestinS.

| 7 Hand in the seconddraft of your paragraph to your teacher.

PROBLEMS61



Stronge Stories

In this unit you will ..,

I use time expressions: afte4 before and when.r learn to idenli{j' the main parts of a narrative.I praclise ordering the evenls in a narrative in a logical way.r write a para8raph about interesting or unusual experiences.

Look at the picture. What do you think is happening?Share your ideas with a partner orgroup. Then read the paragraph below and check your guesses.

A UFO Sighting

1 I never believed in aliens before orrenight last year. 2 It was a cold, dark winter

evening, and I was walking home from aftiend's house. 3 I stopped to t ie my shoe.a When I looked up again, saw a roundobject coming towards me. 5 It was very

large and shiny. 6 I couldn't believe whatI was seeing.7 Before could shout or run,

the objectsuddenly moved and thendisappeared. After the object disappeared,I ran all the way home and called my best

friend. s When she picked up the phone,I couldn't say anything. 10 I knew shewould think I was crazy.11.I never toldanyone about my UFO sighting.

Read the paragraph in exercise 1 above again and answer thesequestions.

a, Which sentence s the topic seDtence?

b. How is this paragraphdeveloped?

1. by tell ing a story2. by giving reasons3. by describing objectswith details

c. What does sentence2 do?1. It gives details about the topic sentence.2. lt tells rhe readerwhen and where the event happened.3. It lets the reader know the paragraphwill talk about UFOS.

d. Is sentence 1 a concludingsentence?

62 STRANGE ToBIES



9Longuageocus.'Using ime expressions

One way to order two events s to use a]te\ before, ot when.

After shows the first eventl

I floyed footbd) affer school. (schoolhappened first; not football)

Aftet school, I floyed football.

Before shows the second event:

I couldn't play the guifar before I took lessons. lessonshappened second)

Before I took lessons, couldn't play the guitor.

l4lien shows that the first event happened ust before he secondevent:

I told him the news when he called. fhe called first; then I told him the news)

when he called, r told him the news.

Note: When o]ter, be/ore, or t,l'ien begin a sentence, use a comma after the event.

3 Join these deas with, ofte4 before, or when. Add a comma if necessary

CINEJI\A

d. I left my house .................ou called.

We eft he class .................e handed

r r r uur d l r r ts lx IUr6.

Pleasein i shyou r homework. . . . . . . . . . . .. . .

you watch TV!

the dog barked, the baby

( t ( .

(

I wokeup ...... ..........he alarmclock

ran8,

Dr)D

c .cried.

STRANGE TORIES 63



9Languogeocus:Using ime expressions

One way to order two events s to use afer, before,ot when.

, ,fter shows the first event:

I played footbd) after school. (schoolhappenedfirst; not football)

After scbool, I ployed football.

Before shows the secondevent:

l couldn't play the guitor before I took lessons. lessonshappened second)

Before I took lessons, coDldn't play the guitar.

Wien shows that the fust event happened ust before he secondevent:

I told him the news when he called. (he called fust; then I told him the news)

When he called, I told him the news.

Note: \{hen ofer, before, or wfien begin a sentence, u6e a comma after the event.

3 Join these deas with afte4 before, or wfien. Add a comma ifnecessary.

tw Yu"MINEJ6A

' l

ruqa. ll1g1;the ilm, we went home. d. I left my house .... . . . . . . . . . . , . .ou called.

b. We eft he class.................e harded

in our assignments.

Pleaseinish your

you watch TV!

homework ... . . . . . . , . . . . , . .

( ( (

(

I woke up .... . . . . . . . . . , . . . .he alam clock

rang.

the dog barked, the baby

D))

Di '

cried.

STRANGE TORIES 63



9Loo

ok at thesepictures. What strange hing ? Shareyour guesses ith a partne

Read he paragraphSleeping n a Formhouseo see f your guessn exercise abovewas correct.Then cornpletehe paragraphwlt\ ofte4 beJore, r when,

Sleeping n a Farmhouse

The strangestexpedence n my life happeneda year a l finished school,

I was sixteenyearsold and my best friend Mark was fifteen, He invited me to visit

him during the summer. was staying with him in his farmhouse n the middle of the

countryside. I shared a room with Mark, and our beds were separatedby a table.

Every morning, Mark's rnum brought us a cup of hot tea in bed

we woke up. While we were sleeping one night, I could feel my bed

moving. I thought I was dreaming. The next morning, Mark's mother brought us hot

tea as usual. she turned on the lights, we saw that our beds were

pushed togetherand the table had moved. Mark said he didn't do it, and I didn't do

it. We still don't know how the beds moved! What do vou think?

With a partner, think of difrerent explanations for why the beds moved, (You can draw picture of what happened to help explain.) Then share your ideas with another pair or

the whole class,

happened

0

64 STRANGEToRIEs



9Writing focus:Norrotive PorogroPhs

Narratives tell stodes.Everyonehas read Darratives,watched them on television or at the

cinema, or heard them from other people. A nanative paragraph ells a sho story or

describesan event.

The paragraphSleeping n a Farmhouse s a narative about two boys on holiday. In the

story their beds move in the middle of t}Ie night, and they don't know how it happened.

The events(stages f the storyl are told in a logical order:

1. Background information

A narrative paragraphusually startswitl background nformation to set the scene or

the story and provide context, It can tell when and where a story happened:

Thestrangest xperiencen my ife happened yearbefore finished chool.wassixteen earsold and my best riend varkwas ifteen.He nvitedme o vist him

durinPhesummer.

2. Beginning of the story

The beginningof a narrativeusually ells what happened irst in the story:

I wasstaying ithhim n his armhousen he middle f he countryside.sharedroomwith Mark,and ourbedswereseparated y a table.Everymorning,\4ark'smumbrought s a cupof hot ea in bed afterwe wokeup.

Middle ofthe story

The middle of the narratives usually he main partand ells mostof tle events n tie

story:

End of the story

The end of a narrative oncludeshe story. t tells ftre inal event,andhasaconcluding emark:

Marksaidhe didn'tdo it, and I didn'tdo it. Westi l ldon't knowhow he bedsmoved!

What do vou hink?

Whileweweresleeping nenight, could eelmybedmoving.thought was dreaming.Thenextmornrng,\4ark's other rought s hot ea as usual.When he urned nthe lights,we saw hat our bedswerepushedogether nd he ablehadmoved.

STRANGE TOBIES 65



7

I Read theseparts of a paragraph about the pictures in exercise7 above.Decide ftle parts

a r e . . ,

o from the middle of the storyo from ttre end of the story.

Then number the parts in the correct order. (There are two parts of the middle section.)

a . LJ . . . , , . . . . , . . , . . . . , . . , . . , . . , . , . . , . . , .

A few days ater my father was able to go to the window to look for himself, But all he

could seewas an ugly brick wall.

b. L__t. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A strange hing happened o my father when he was in hospital to have an operation.

c . 1 J , , , , , . , . , , . , , . , . . , . , , . , , . , , . , . , , . , , .

The next day he asked he nurse why tle man described a beautiful park. The nurse

looked confused and told my father, That man was blind',

d . L__ .1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

My father didn't feel well. He asked the other man to descdbe he view outside the

window becausehe wanted to feel better. After t}Ie man talked about the beautiful

view ftom the window, my father was able to fall asleep.Beforemy father woke up,

the maII left the hospital.

e . . . , . . , . . . . , . . , . . . . , . . , . . , . . , . , . . , . . ,

After his operation, my father woke up sharing a room with another man. The other

man's bed was next to the window

. backgroundinformation.

. flom the beginningofthe story

Look at these pictures fTom a story. In a small group, describe what happeded.

66 STRANGE TORIES



Read the parts below of two stories, A Fright in the Forest and A Sa'angeDay in Cjoss.

Number the parts in the correct order and decide if they are ...

. background nformation. o from the middle of the story'

. ftom the beginningofthe story' . ftom the end of tie story.

Note:The middlepartsarenot complete!

A Fright in the Forest

a.n ...............,....................Suddenly, felt very cold and scared.

b. E .. . . . , . . . . .. . . . . . . . . . . .. , . , . .I 8lewup in a small village n ttre countyside Nearmy housewas a large orest,and

my parents old me not to play tlere.

".X ...,.....................,....,.....After that day, I neverwent back to t}Ie forest.

d.n ..................................One day, I was playing in ttre folest with some of rny school friends.

A StraDge Day in Clasg

a.n ..............,................,....I havebeen studying English for a few years and I really enioy t}Ie classes'

b.n ..,..,...................,.....I hoard everyone aughing. I woke up and realised it was a dream.

c. 8 ........, . . . . . . . . . . . . . . . . . . . . . , . . , . .Oueday something rusual happenedn class

d.n .....,,..... ,,The teacher was explaining Srammar when I saw something stlange out of lie

window.

| 0 with a partner, brainstorm what happened in each story Then write sentences tocomplete the middle part of each story. Share your paragraph with anottrer pair or

the class.

RememberBrainstormint...a helps ou collect deas.a helps ou be creative nd maginative.a canbe doneby discussintdeas.

STBANGE TORIES 67



Put it together

| | Chooseone ofthese topics.

a. A coincidenceb. A strangeexpedence

c. A funnystory

| 2 Choose one of the methods of brainstorming you have practised, and brainstorm thesrory

. makinga lista making a word map. freewritinga discussion

| 3 Edit your brainstorming.

a Crossout ideasyou don't want to useand add more deas f necessary.o Share ourbrainstomingwitl a partner,and explainyour choices.

| 4 Write a paragraph about your topic and then check your writing,

| 5 Exchangepaperswiih a partner. Include your brainstorming.

. Fill out the PeerReviewFormon page108.

. Talk with yourpartnerand goovereach orm.

I 6 Work with a new partner. Tell him / her about the story that you read in exercise15above. i8len o your partner ell someone lse's tory.


o Think about he commentstom your pa ner.a Makeanyadditionsor changeso your paragraphhat would make t shongeror more

intercsting.

I I Hand in the second draft of your paragraph to your teacher.

68 STFANGE TORIES





03 Read the paragraph on page 69, tJniversity Life, a}atn and answer these questions with

a partner.

a. How many differencesbetween secondaryschool and university does he writermention? What are they?

b. The writer says hat the biggestdifference between school and university was the stylof class.Do you think this was a positive or negative difference?Explain your opinion

ro a pallner.c. What are or what will be the differences or you between school and university?

Broinstorming: Double lists

4 Look at the pictures and tell a parher how you think the sumlner and winter aredifrerent in tle \nenees.

5 Read his paragraphand decide f the writer prefers he summer or winter in lhe Plrenees

Winlern ho?renee6' 5 d a yaar n lhr nrrnrr6 and jou'llba amaL{ \ iha Aifrrl-on bolhorn hegummrrand$inlgr

seasons.2lhaummercaron5Narm,ndovrrJongikgso go$alkrngndalimbing ?gopl, lso oon

hik%n h, maq mountain6ndNath theHrldlife 6ummorn he?fonecs dvorlgrren, nd nanl'touri615visit h9 .ounlrl5ide5 Hor,rever,hc !i i6 wen Ilo& l'ptLiaLular li 5novl6 loi in tht

?fent in h, $initc,and h, gctnrniooks %uliful lt i6 grrat orskiing ndano,irboardingo hcrz

are otsof di{ferentuns hroughorostsndoprnar%5 Youan rvrn ri tourhand i obogganingr

dogsleddingln the venrngs,lou.an{amup n oneofth, iapa bartot fconch rti,t,AopenAtngn

which idoo{ tho bordor1ouare

-

70 DIFFERENCES



16 Read the paragraph again and look at this brainstormed list. Underline the ideas the

{,riter used fTom it.

Surnmrr Wintcr

vafm hikingnmounlain5 cold iobogganingdogsleddrng

.lirnbing zir-.ondiiioning parit% inovbozrdingskiingshorls T-Shirtr long, unnldap tlarvor hali / g\avc| ihort,darkdaF

sunglass06 holida.l 5now (ftALhLali6

vDt.hingrdlife mJbirlhdat b?auuful.en?nl tapa'bar9

Note:The lrriter used a double list Iechrtique o brainstom ideas for theparagraph escribing ifferences etween ummerandwinter in the P)'renees.A double ist is usefulwhen you arecomparing wo subjects.

7 Chooseone ofthe topics below. Use a double list to brainstorm ideas.

a Shareyour list with a paltner.. Discusswhich ideas would be good to write about.

a. Primary school / secondaryschool

b. Last year's ashions / this year'sfashionsc. My best ftiend five Jears ago/ my besl friend nowd. \A'hatwas important to me at tli een yearsold / what is impo ant now

Longuogeocus.'However / whereas

However alrd whereascan be used to connect two different or opposite deas:

my friends prefer watching films / I find books more interestingMy friends prefer watching fllms. Ilowevel I find books more intercstingMy friends prefer watching f ms, wlrrereas I find books morc intercsting.Whereas mylnends prcfer wdtchingf ms,Ifind books nore intercsting.

Note:You can join two sentenceswifr wfiet:eos.Usewhereosat tie beginning ofa sentenceor in the middle, after a comma. Use however alt]jrebeginling of asentence,

8 Look again at ttre paragraph on page 69, Llnivercity Life and the paragraph on page 70,Winter in the Pt'renees.Underline the sentences hat use loryever and rsiereds. Notethe Dunctuation used with thesewords.

DIFFEBENCES 1



10Connect hese deas wilh whereas or howeyer. Add punctuation where needed.

a. (fioweved kiing s a popularwinter sport manyyoungpeopleprefersnowboardingb. (n/iereosiIst) my science lasshas over3OO eople n it / my Englishseminar as

iu6ttwelvec. (u/heredsn ttre middle)dogsaremore aithful / catsaremore ndependentd, (however) als are aster I'd lather ride my bicycle

e. (iowever)D\.Dsare norecommon tresedays I havea hugevideo collectionl. (whereas\your deas)

Wfiting focus: Orgonising o comparison porcgf:oph

When you compare wo things (secondaryschool life and university life; summer andwinter weather), you have two choices or organisingyour paragrapht

. You can wdte all about the fi$t subject ard then all about the second (b1ock tyJe).

First block aboutthe summern thePJ/IeDees.

Secondblock about

the winter in thePlrenees.

Youcan choose everal ointsof comparison. ompareirst onepoint about he twotopics, hen compare second oint about he two topics,and so or\ point-by-pointstvle).

Pirstpoint aboutclass size.

Second point aboutthe number of boys

and girls.

Third point about

the class style.

$lintDrn he?Jronres

LSprnd par in hr Pyrenaesnd oullbeamazedJ hr differen.ort\{orhlhr 6umma"nd$intor %soni the iumngrsgasons Narm, ndcver{ong

like$o go$ralkingndclirnbing ?aoplo lso oonhil@sn h, mani

mountainsnd a'th lhr uildlifra Summern h9?lroncesi vcq grcan, nd

oaq louri6ts isit hg ounlqiidc5 Ho{rvrr,h, \{rnt is wennore

l'l/,Lla.]ular lt snoui a lot in lhe ?frner6 in ihr Ninler,and hr 6a9nrq ooks

boautiful lt i5 grrat or 6kiingandsno\,rboardingo hero aro oteof differznl

runi ihrough orgsi6 ndolen argal'-6 av Lan wn q lour handat

tobogganrngr dogslcdding.In hr evonings,1or.lan {a(nup n ono { he

Izpasbar! or Frcn(hLal6s, ?pendingn Nrhi.h rd, oftho

borderJouar,

U,li/e/ti, Li[e1tvl/Irt thahtcda kt whek wasat uniuersif2 Theftwereoo sta./chts

it .y seandarTchoolandkncw nearly vetyone Howeu4 hercwere

tlousands fstu.lents t ny uniuersitynl I /i/n! l"o* a,youa

a

IfeltI At,*hool /'eelasseserc alfbo/sahdh4lftirls.t Atuniucrsil

enliuceiul au/ therewerat? uany womeu' theelasses.1 The

big*t charye t unircrcrtywas hesflle oltclass.sWehadtodoa btof

?eadiry n/ leaniry onourown,w/tereast schoolhe ha.hcrtold"s

nearly rcrythiryk studyfor thcexanaq

Eleh horyhunivcrs;, war

,'o/edft"tt

t eh/iel"a/

irt worehaunl schaolays - afer ttot"sd

ta at!

72 DIFFERENCES



1t0 Look at the maps ofthe UK and Aushalia.

a. In a snall group,discusswhat you think ttre differences rebetween ondonandSydrey in Decernber.

b. Makenotesof the differences.

Look at the double list of characteristics of London and Sydney,and add yourdifrerences.With a parbGr, $'rite sentencesabout the differences usin8 iowever andwhereas.

t l

L-ondon Stdnay

in thasoutharnamisphare

e45ro ndke tiends

in lha norlhamhamisphara

dfficult o nara riends

everyonalayednsida ndwathedN everyonaas utaiderfing andhavingb1r09que'

DIFFENENCES 3



10| 2 On your ov,m,complete the paragraph below, comparing London with Sydney.

. Usingexercises 0 and 11 on page73,wdte supporting entencesor the paragraph.

. Remembero auange he ideas n eitherblock styleor point-by-point tyle.a Connect at least tlvo ideas with Jioweve-r r whereas.. Finish he paragraph ith a concluding entence.

Movingo 9ngland

LaslDraembgr Auitra\iao Landon ndland,.rithv amil{and

it ldai ik, rnovindo anothgrlan?t.

| 3 Shrte yorr. prtagraph with tle samegroup you were in for exercise 10 on page 73.

. How areyour paragraphsimilar and different?o Did the ottrersn your groupuseblock style or point-by-point tyle?

Put it together| 4 Look at the brainstorming ou did for exercise on page71.

. Edit yourbminstorming or a pamgmph or, f you wish, brainstormagainon one ofthe other opics).

. Decide f you will organise our paragraphn block style or point-by-point tyle.

. Numberyour ideas n orderof importance.

| 5 Write your paragraph and then check your writing.

| 6 Exchangepaperswith a partner. Include your braiDstorning.

. Fill out ttrePeerReviewForm on page109.a Talk with your partner and go over each olm.

| 7 Readyour paragraph again and make changes o improve it,

I I Harrd in the second draft of your paragraph to your teacher.

74 DIFFERENCES



Difficult Decisions


Ipractise

writing about cause and effect relationships.r usepair interviews to brainstorm.r learn how to begin paragraphs wilh a question.r &Tite a paragraph about a dimcult decision.

I Talk with a partner or small group. Is it important to keep secrets?Are there any secretsyou would tell? Has anyone ever told a secret ofyours? Why? How did you feel about it?

Telling a Secrct

1 Do you tiink it's OK to tell your best ftiend's secret?2 Last year, my best ftiend

told me a secret,and she made me promise not to tell anyone.3 My ftiend is slim,

but 6he hought she wa6 fat. a Consequently,she wouldn't eat any food, and she

becene aIlorexic.5 I didn't know what to do. 6 Because ttrought she might get

angry, hesitated o tell her pareDtsor teachers.T However, finally decided to tell

her parents.3 As a result, they made sure my ftiend ate all her meals. s They also

took her to a psychologist every week for six months. 10 Becauseofher parents' and

the psychologist'shelp, my ftiend is much healthier now 11 I thought my friend

would hate me for tel ling her parents about her problem, but last week she thanked

me, 12 I'm elad I told her secret.

Read he paragraphaboveand discusswith a parlner.Which oftheseevents appenedfirst? Write 1 by the first one and 2 by the second.

a. ..,.....,.My ftiend thoughtshewas at, ..,.,..,..My friend wouldn't eatany food.b. .......... hesitatedo tel l herparents..........thought hemightgetangry.c. ..........Her parentsmadesuresheateall her meals. ......... told her parents er secret.d. .....,..,.My ftiend is healthiernow .....,.... er parentsand he psychologist elpedher.

Why did the writer start her paragraph with a question?

a. Shewantedher reade$' opinionsabouther decision.b. Sheneeded ome nformationshedidn't have.c. Shewantedher readels o think deeplyabouther topic.d. She s worried shemade he wrong decision.

How did the writer develop her paragraph?

a. Shegavea lot of exarnples.b. Sheuseda nauative.c. Shedescribed er ftiend carefully.

DIFFICULT ECISIONS75



1Longuogeocus.'Couseond effect

RememberIn Unit7,youused oandbecouseo writeabout ause ndefreciBecouseellsus he cause f anacdon r a situaoon.So ellsus he effect.

Belowaresomewords and expressions, hich, like so,show effect.Usea variety of expressionsn your writing to keep t interesting.

As o rcsult,consequently nd herelore reall used o connect wo ideas.They all haveasimilgr meaning.They show trat he second entence as he effect,or result,of the fustone.They canbe usedat ttrebeginningof the second entence r tley can oin the twosentences ith theword and before hem.

os o resulfI finolly decided to tell her parents.As ates]ult, they made suremy ftiend ate all hermeals.Ifindly

decided o tell herporents,ond as a result theymade suremyf

end ate oll hermeals,

consequent)yMy fiend thought shen/dsdt. Consequently,hewouldn'teat any ood.My ftiend thought shewas at, ond consequently hewouJdn't otany ood.

thereforeMy friend hought she /os dt. Therefore, hewouldn'teat any ood.My friend thought shewas at, ond t}'erefore shewouldn't eot onyfood

5 Look at tle examplesentencesabove.a. If os o resujt,consequently,r fherefore egina sentence, here s a commaused?b. If they oin two sentences ith and, where s a commaused?

6 Connect lrese sentenceswith os o result, consequently,or tftere/ore. Think about thecorrect order of the sentencesand use correct punctuation.

a. I didn't go o university ight away I wanted o tavel for a yearafterschool.b. My parentsneeded elp n their rcstaurant. movedbackhomeand worked or them.c. Carsarevery convenient. eopleuse hem more han tley should.

d. I told Tim that I couldn'tgo outwith him. My parentsdidn't want me to datebeforefinishedschool.e. our schooldidn't havea lot of money.The administation decidedo cancelsome

after-school lubs.f. My ftiendscomplainediat it was hard to communicate ith me. boughta mobile

phone,even hough don't ike them,

76 DIFFICULT ECISIONS



1Broinstormi ng: Pot inte N i ews

You have aheady used discussion for brainstorming in Unit 6. Talking with just one

person can also help you think of ideas for writing because hat person can askyou

focused questions about your topic. Your partner might ask you questions hat begin with

words like what, why, how )ong, when ard so on.

For example,when the wdter of Tellng o Secref old her partner about her difficult

decision, her partner askedher questionssuch as l4lfien did this happen?How did you

find out about her prcblem? why didn't you tell her parents immediately? whot

happened next? How did you feel? Do you th)nk you made the right decision?

To usepair interyiews effectively, ollow these steps:

a Tell yorrTpartner as much asyou can about your topic.. \ryhenyou run out of things to say,your partner will ask you questions o help you

contlnue,. Write down the ideas that you talk about.

You won't use all of the ideas for your paragraph.However, t's always better to have too

many ideas and then edit thern.

7 with a partner, look at the pictures of a woman who had to make a difficult decision,

and do the ollowing.

a. Tellyourpartner hat's appeninBn eacb icture.b. Write a list of questionshatyou could ask hewomanabouther difficult decision.

c. Share our list of questions ith another air.

WorUW;de n.

DIFFICULTECISIONS77



1I Read his paragraph.Did the writer answer any ofthe questionsyou wrote with your

partDer?

studyingAbroal1Coinl oAustral'hwata drffi"/t /uobu for ne.2 / wantedo1otoAuctralia oyt a

delreen Businessdministration,atwyparentc idn'fwantwe o/eavetowe. | /<uew

/ woull wi.r wyfrienldanl fawily oo, uaute wouldLeb Australiafor fo"ryearaa tn

theen/, /eci/e/ to stu/y inAuslraliao mprovey areer 5Aso resn/t, nowspeal

Erylbhverywe/laud workfor a larle nternatioualompany.6eca"def all the ary"agu

/ speal, a/so ravelaroun/ heworlda /ot with tt /.owpary/.1Therefore,don? eyetyinl

toAustra/ia.

9 Chooseone ofthese topics. Then work with a pa-rtner.Your partner will ask youquestionsabout your topic. Wdte down your partner's questions.At tle end of tieexercise, ell your partner which questionswere the most helpful [helpedyou think ofthe mostor the best deasl.

a. Tellinga Eecret keepinga secretb. A time I changedmy mindc. Choosing job

d. Choosing school univemitye. Starting stoppingan activity

Writing focus.'Usingguestions o cotch ottention

A question at the beginning of your paragraph carr encorrage your rcader to think deeply

about your topic. Questionscan be used to stglt paragaphs about a difficult decision,

opinions, or personal eelings. n the opening paragraph n this unit, t}Ie writer asked,Do

you think it's OK to tdl your bestfriend's secret?This question helps the rcader to think

about the topic of secretsand telling them.

However,questionscan be difficult to use effectively.The best questionsare ones hat

help the reader o focus on and think about your topic. You need to imagine your

audience [the people who will read your uriting] and imagine how they might answer hequestron,

o Will the answerbe too ea6yor too obvious?. Could the readergive an answer very different ftom yours?

If tlre writer of ?ellrag o Secret had asked Have you ever told your best friend's secret? or

Have you ever had a f end with anorexia?, he reader might have answered n his / her

mind, No; and then lost interest in the topic.

If the &.riter had asked,Do you know whdt anorexia is?, the teader might have answered

Ofcoursel and thought ttrat the paragraph opic would be too simple.

78 DIFFICULTECISIONS



| 0 Bebw are several topics alrd sornequestions or the ffrst sentence.Tick [y') the question-sthat are good.Discussyour choices with a parhrer.

Studfing in Austrolio

n H..re you ever been to Austalia?

n I" it -ore important o be safeor to lbllow your dream?

n Wh"." do you *ant to go to universityl

n C"o -h"r" you study changeyour life?

Quitting smoking

n Is smokinga choiceor a disease?Tt-L-l uo you smoKet

n Do you know how to quit smoking?

n Is it possibleo be completely reeof an addiction?

Breaking up with a girlfriendTt-r_J -L'O OU nave a glrtnlenor

n Doyouwant o break p witb yourgirlhiend?

E Cana formergirlfriend reallybecome our ftiend?

n Is therea kind way to tell someone ou no longer ove hem?

Put it together

| | Look at the paragraph opics rom exercise on page78, and choose new one orchooseyour own topic about a difficult decision).

| 2 Talk with a parber aboutyour paragraph topic. Write down any good ideas that comefrom your discussion. Ifyou need more ideas,talk wittr another partner, or try yourfavourite method of brainstorminc.

| 3 W.ite your paragraph and then check your writing.

l4 Exchange aperswith a partner.

. Fill out t}Ie PeerReviewForm on page110.a Talk with your partnerandgo overeach om.

| 5 Readyour paragraph again and make changes o improve it.

| 6 Hand in ttre second draft of your paragraph to your teacher.

1

DIFFICULTECISIONS79



In this urrit you will ...r write about hopes arrd plans for the future.

I review brainstorming techniques.I review ransitionexpressions.r write a paragraphabout he futurc.

lpftwlKEf6

-tr ,^1V

Look

oat the pictures.Tell a partnerwhat is ha What will happennext?

* uawoppemnS.

0

Have you ever bought a lottery ticket or entered a draw? Why, or why not? Have youever won?Shareyour experiences ith a group.

3 Read his paragrapb o End oul i f lhe wri ler believesn luck.

Do You Believe in Luck?

1 My parentsand ftiends think that buying Iotlery tickets is foolish. 2 They saythat ordinaiy people like me never win, and that it's just a waste of money.3 However, I don't agreewith this because know that ordinary people win things.a For example, 've entered draws before, and I've won several imes. 5 I won a

T-shirt at my school festival once, and also a gift voucher in a department store.6 In addition, my uncle won a ftee dinler for two people by putting his busrness

card in a draw at a restaurant.7 I hope to win a lot of money in the lottery in the

future, so I'm going to buy a few lottery tickets. I After all, someonehas to win the

lotteN. and it could be me one davl

80 FATEORCHoIcE?



1Look again at the paragraph on page 80, Do yod Believe in Luck? Then answer these

questiona with a partner.

a. Does he author have the same opinion as you?

b. which sentence s the topic sentence?

c.

d.

e.

Which sentenceshows the wdter's opinion?

Which sentences upport the writer's opinion?

Which sentences onclude the paragraph?

f. Underline the sentenceswhere the writer talks aboutthe futurc.

To talk about your hopes and plals for the future you can u6eexpressionssuch as I tvouidlike to, I hope to a\d I want to.

I would like to be o journolist.

I hope to get d iobjn engineering when I finish unive$ity.

I w^nt to live a long life, so I never take fisks on the rcad.

Two verb phrases to wdte about delinite plans for tie future are be going to and'plan to

I'm going to buy d /ew lottery tickets.

I plan to buy a few lottery tickets.

5 Write sentences expressing each ofthe following peronal wishes or Plans. Use a variety

of forms.

a. Tom mcecar driver

.l::rJ:.1.',l l l ,./.:.1,.:l;..;1..',:i,.1..'../l:.r/l.i!t/ '.........,.

e. Andrea / a sports car soon

write a sentenceabout a dream / hope

that you have.

Languogeocus:Writing obout hopesond Plans

b. Sandra politician t

Cooper rn ied witi children n ten

years i te a sentence boula plan thal yoLhave.

g'

d. Diane / Ol]-rnpic medal in 2012

FATEORCHOICET 81



2Brcinstorming Review6 Work with a partner and do the following.

a. Take urnsdescdbing ow to do thesedifferent ypesof brainstorming:

2. word map3. freewdting

4. discussion5. li6t showingorderof importance6. list showingchronological rder7. double ist8. pair inteNiew

(

Explain o your partnerwhich type of brainstoming ..

is the easiestor you to begin.helpsyou get tre nost deas.helps you get he mostuseful deas.is ttremost difficult for you.is your favoulite.

Choose two or three of these topics. Do a diflerent t'?e of brainstorming for each topic,

a, A careergoal

b. Marriageor career?c. Why I would / wouldn't like to have childrend. An unusual plar for the futuree, A crazy dream?f. The best place to liveg. A travel plan

D.

a

a

a

82 FATE RcHoIcE?



1I Exchange two exanples ofbrainstorming from exetcise 7 on page B2 with a partner'

Alswer these questions.

a. Did tie writer get a lot of ideas?

b. Which bminstorming method Eave tre most ideas?

c. Which ideas do you think are most intercsting for a psJagraph?

Wdting focus.'Reviewof tronsition exPressions

9 Work with a partner and do ttre following.

. Take urns explainingwhat the words andexpressionselow mean,and how they are

used.a Write sentencesor at least our of tie words expressions.

Example:I've nea y finished my EngJishwTting textbook,Writing in Paraglaphs.As a result, l cdn

write verygood patugraphs.

afterandas a resultin additionbecausebeforebutconsequentlyfor examplehowever

I thinkin my opinionsothereforewhen

| 0 with the samepartner, answer thesequestions abouthansition exPressions.

a. Why do r,u'riterssehansitionexpressions?

b. Should herebe a hansitionexpressionn eachsentence?Arhy, r why not?

c. \Ahich of the exprcssions n exercise meal alnrost he same hing?

d. Choosehreeexpressionsnd ell about he rules or using commaswitl them'

e. Which two expressionsannotstarta new sentencein academicwdtingl?

f. \ryhatother mnsitionexpressionso you know?Makea list, and share t with anottrer

pair or the whole class.

FATEORCHOICE? 83



12| | Read this paragraph. With a parhrer, add transition expressionswhere needed.Compare

your answers in groups, (There could be more lhan one righl answer for eachsDace.)

l2 Read he paragraphagain o underlineany future wishesand plans.

Put it together

| 3 Useone of topics rom exercise on pageBz or which you brainstormeddeas.

| 4 Write a paragraph, sing ransitionexpressionsnd someof lhe future orrnsyoupractised,Thencheckyour writing.

I 5 Exchange aperswith a partner.. Fill out the PeerReviewFoImon page111.. Talk with your partnerand goover each orm.

| 5 Readyour paragraphagainand makechangeso improve t.

l7 Hand n tle second ra-ftofyour paragraph o your teacher.

84 FATERcHoIcE?

Changing y Future

I hope o be a successful rtistsomeday oon. havebeen

pa in t ingincewasa young h i ld . . . . . . . . . . . . . . . . . . . . .l lmy

familysaid hadgreat alent. , I coutdn't eta

job as an artistor makeenoughmoney ellingmy art. I really

want o be an artist, .- | need o makesome

changeso achievemy dream.First, plan o study or a

graduate egree n FineArt to learnmoreaboutcolorand o

makemy paintingsmoreoriginal. , I will have

more onfidenceboutryingo sellmywork. .. .................I amgoing o design website o showand sell my

paintings.f youhavedreams, on'twait or ate.you have o

do somethingourselfo achieve ourdreams.Goingback o

schoolor exploring ifferent usiness pportunitiesre ust

twoways o change our uture.



r ir i ,cf iroi l lutni ro :.,r i ic ' i :r r 'r Is,ei 1;'16;16, '1r 'r1

9'

Sample Pomgnphs

Answer Gy

ADDITIONAL MATERIALS 85



Grommor or WritersThis is not a grarnmarbook; ttris is a wdting book. Howeveq good r /riters should be ableto talk about grammar.Then tiey can talk about their writing. If you know some basicgrammar terms, you can learn how to write correct and interestingsentencesmore easily.

u can understand, alk about, and ask questionsabout tie grammaticalmistakesyoumake in your writing, and you can correct them more easily.At the same ime, it is

important to develop a

'feeling'

or intuition about English grammaf: you carrdo ttris byexposingyourselfto English. Read English stories,magazines,and web pages.Listen toBnglish songs;watch English films; have conversationsn English. you wiil be surprisedat how tiese activities also help your writing!

Portsof Speech

J NounA nounnames omething: pe$on or animal(teacher, nne, bfud1, place mountain,NewYork,bedroom), thing [computer,dress,mobilephone),or idea(1ove, onesty,

happiness).Writersneed o think aboutnoun phrosesn addition o simplenouns.A nounphraseincludes he mainnoun andsomewords hat describet.

bog noun)Thebog hatmy mothergaveme [nounphrase]

Note:PronounsI, you,he, she,t, we,and fiey) arewordsthat replacenouls, alld areused n the sarneway.

Thetopic of your sentencesnd paragraphs ill be a noun or noun phrase.

J VerbTheye-rbells about he actionor state n the sentence.

IIe runs.Tiey are eating drnner.

She seemsonely.I tuel d.

(actionl

(6tate)

Verbs hange lightly accordingo who is doing he action(Jteuns;fieyrun) and thetense or time f.fte uns every day; he run yesterddJr.Wesay lat a verbmust ogrcewith

the personor thing ttrat he senteDces about.A verbp-hmses the rnainverb(run)plusary auxiliaryverbs does un, s runntng,nasrun,could be running).

Verbphrases how your feelings boutyour topic.you alsouseverbswhenvou wrrte otell stodesand o explainwhathappened,

86 ADDtT|oNALATERtALs



J Preposition

Prepositioneare short words (of, on, for) ttrat connect deas.They tell about time, place,

or Purpose(reasoni.

We eot dinner at seven o'clock. ftime)

My book is on the desk, (place)

She bought a gift for het friend. (purpose)

A prcposifional phnee includes a prcposition and a noun. The prepositional phrases n

tie examplesaboveare at seveno'clock, on the desk and for herffiend.

Adding prepositional phrases o your sentences s an easyway to lr'rite longer, more

detailed sentences.

3 Adiective

An odjectrvedescribes,or tells about, a noun. It answem he questiorLWhot kind of ot

Which?

Shehoso red bog. Whalkind of bagdoesshehave?)

The small brown dogis mine. {Which dog is yours?)

Adjective phrcseE severalwords - do the same hing. Notice that tlere can be several

adjectivephrases or one noun.

S}rehos o bog from Peru.

Tfie dog over there by that trce js mine.

Many adjectivephrasesareprepositional phrase6.Sinceadjectivesand adjectivephrases

describenouns, you will often see adjectivephrases n noun phrases:

?he red bag with the black handles js mjne.

Using adjectiveswhen you write helps you paint a picture ofthe noun6 you are

descdbing. They help your reader o seewhat you are describing.

) Adverb

Arr adverb describes,or tells about, a verb. It answers he questionsWhere,When, How,

For how long / How often, ard, Whlll

It rained yesterday. (\Alhen did it rain?)

She eofs slowly. [How does she eat?)

I sometimes pJoy fennis. [How often do you play tennis?)

Adverb phtuses corLtain everalwords. These may also be prepositional phrases Thelecan be more Oranone adverbpbrase n a sentence.

She wenf to the bank to get some money. (Where did she go? \Arhy did she go there?)

Adverbs add power to your verb phrases.They add more information and suppo to your

ideas.

Use both adjectivesand adverbs o make your wdting more sophisticated, nteresting and

accurale.

ADDITIONALMATEBIALS7



) ArticleThereare hreearticlesn English:o, an and tfte.All of thearticlessignalnouns:Sie js afuiend,;Wodd you like a apple?;Meet me in the classroom.However, not all nouns have

icles before hem: I wil.i seeyou onFid.ay; I didn't see that fflm; I don't believe nmagic.UsingEnglisharticlescoEectly akesa lot of practise.Do not be discouragedf yomakemistakeswith articleswhile Ieaming o r,rniten English.

Portsof a SentenceA completeEentence ust havea subjectand a predicate.

J SubiectThe subjectof a sentences theperson,hing,or idea hat he sentences about. t isalwaysa noun or a noun phmse. n a statement,t usuallycomes efore heverb.Tocheck f your subjectagrees ith the verb, ind the eod noun - tle mostbasicnoun ttrathe sentences about.

Amy js my sisfer.She s my sister

The girl rrjti the long hair is my sisfer. (girl is the head noun)The young girl with the long hab sitting over therc is my sister. gri is tle head noun)

) PredicateThe predicateells what the subjectdoes,what happens o the subject, r how the subjecis, Theprcdicate ontainsat least he verb,and oftenotherwordsthat ollow the verb.

Amy studies..4mystudiesEn8lish..4raystudies English in her room for several hours every night.

Finding hesubjectand predicate f your sentenceselpsyou seewhetler you haveacomplete entence, nd whether he subjectand verbof your sentence gree.

88 ADDITIoNALMATERIALS



PunctuotionHere are some common rules for using pulctuation in your writing. Of coulse, this is not

a complete ist, If you have further questions,check a grarnmarbook or ask your teacher,

J Capitalisation

Always capitalise:. the first word of every sentence.

. days of the week (?uesdoy)and months ofthe year (Apn4.

. the first letter (only) of tle names of people and places (Bangkok,Ayoka Seo).

. the main words of a title, but not articles (o, on, the) or prepositions (words like to, ot

for) or conjunctions (and, but), unless they are the ffrst word in the tide: The Three

Things I Do in the Momin&

) Fu l l s t op ( . )

A full stop comes at the end of a statement:

An electrcnic dictionary is morc convenient than o poper one.

If the sentenceends with an abbreviation, don't usemore than one full stop:

RfGLI"l My mother just finished her Ph.D.WRONG: Mymofie.r just finished her Ph.D..

) C omma( , )

Use a comma to separatea seriesof three or more item6. However, only use a comma

between the last two items and dnd if they are ong.

I take o dictionary a notebook and somepaper to class every day.

I spent lost week swimming in the pod, lying in the sun, ond rcoding all about love ond

adventurc.

Use a comma before words like and, but, or, and so to separate wo parts of a sentence

ttrat each have a subject and a verb.She needed some work experience,so shegot a pofi-time job.

He did not study ot all, but he still got an 87 on the test.

Use a comma after an infuoductory word or expression, such asHowever, Thereforc, and

In conclusioni

However, the high price of electic cors means thot most people cannot afford one.

) Quotation marks ( ' ')

Use quotation marks when you type or wdte the title of a book or film:'Homlet' was written by Shakespearc.

When you use a word processor, ou can use italics insteadlHomlet was wdtten by Shakespeare.

Use quotation marks to show the exact words someonespoke ol urrote:

The professorannounced, 'we'rc going to have on exom next week.'

Shakespeorewrote,'All the wo d's a stoge.'

Do not use quotation marks if you're reporting what another person said:

Theprcfessorsaid thot we should study hord this week.

ADDITIONALMATERIALS9



) Punctuation when using quotation marks

If you are using expressions ike Jresdid ot the girl remarked after he quotation, then use

a comma and not a full stop at the end of the quoted sentencel'We'regoing to hove on exam next week,'onnounced the prcfes|or.

Use a full stop if the quoted sentencecomes at the end:

The professor announced, 'We'rcgoing to hove an exom next week.'

Notice how a comma is used after announced, above, o i oduce the quotation,

J Quotation marks and capitalisation

Capitalise he first letter of the word that beginEa quotation. However, f an expression

Iike she sdid interrupts the quotation and divides the senteltce, hen do not capitalise le

first word of the part tiat finishes the quotation:'Nert week,' soid the prcfessor,'we orc going to have an exam.'

The comma after r/eek separates he quotation ftom the rest of the sentence.

Use a capital letter only if the secondpart is a new, complete sentence:'We'll have on exam next week,'explained the teocher.'It wlll toke thirty minutes.'

) Advice for academic writing

The following are not usually used in academicwriting, although they are fine in

iDformal situations, such as etters to your ftiends.

a Bracket6 hat give information which is not part of your main sentence:

Mobjle phones are useful (and besides, I think they look geot).

If your idea is important, it should be in a sentenceof its own. If it is not important, it

should not be in your paper.

a The abbreviationetc. to continue a list. Instead,use a phrase ike sucJras in your

sentence:

Students in my unive$ity come frcm countries such as China, India ond Austrolio.

. Exclamation marks (l). Instead, write strong sentenceswith plenty of details to show

your reader your feelings:

Angel Folls s one of the most spectocularnatural wondes you will ever see.

. An ellipsis ( ., . ) at the end of a sentence, o show that the sentence s not ffnished:

The professor said that I should study hard, so ..

Instead, inish your sentence:The prcfessor said thot I should study hard, so I should not go to the party tonight.

90 ADD|IoNAL MATEB|ALS



lnegulor Yerb List

Here s a Iist of common irregular verbs n English with their past tense(I took ffie fest]and past participle ( have lakerr three tests his month).

InEnitive

begrn

blow

bringbuild

buv

deal

&ml(

fall

feel

findflyforgetfoIgive

get

Srvegogrow

hidehitholdhurtkeep

lavlead

Iend

Infinitive

lie

pavput

nc

sell

shake

shdn](shutsing

sit

slidesmell

sp€II

spillsplitspoil

stick

swell

tellt}link

l"vlit/lighted

had to

put

Iang

said

sold

shank

sangsank

lainlit/lightedlost

(had o)

put

rung

said

sold

shutsxnSsunk

Simple past Psst participle

was/were beenbeat beatenbecme becomebegm beSunbetrt bentbet betbit bittenblew blownbroke brokenhr.,,ohr hrn,,ohr

built builtbunt/burned burnt/burnsdbust bulsthnDohr hnDoLr

could (been blel

chose chosen

cost costcut cutdealt dealtdid done&ew &amdr6amt/dl€am6d droamt/dreamod&ank drunk&ove ddvon

fell fallenfed fed

felt feltfought foughtfound foudflew floMforgotforgave

got

grewhung/hangedhadheadhid

forgoltenforgiven

got

grownhung/hansedhad

hiddenhit hithsld heldhurt hurtkept keptknelt kneltknew knoMlaid laidled ledleamt/learned leant/lednedleft leftIent Ientlet let

Simple pa8t Pastparticiple

shook shalenshorc/shircd shons/shinodshot shotshowed shown

slept slept

slid slidsmelt/smelled snelt/snelledspoke spokensp€It/spelled spelt/spelledsp€nt spentspilt/spilled spilt/spilled

spoilt/spoil€d spoilt/spoilgdsproad spreadstood stoodstole stolenstuck stuck

swolled swollen/swelled

took talentaught tau8ht

told toldthought thoughtthew tbown

split split

w'rote mittetr

ADDITIONALMATERIALS 91



Somple parogroph: Broinstorm ng

Agqig!!q€q!: Write a paragraph about a peBon who is important to you ExPlain why

that pe$on is special. Use a word map to brainstorm ideas, edit your map, and then

write your first draft. Then exchangepaperswith a classmateand fill out a Peer

Review Form. After you receiveyour classmate'som, w:rite a second draft usin8

ideas ftom vour classmateand vour own ideas.

har+-workinq a??earance

nal.hanAeoneersanality

my feelin,s

abouthtmMy falher

hikinqadmire

SompleporagraPh: irstdraft

(ensaku Isagawo

tt nc.J"ADf

VrLtLngLlass

Instruc.tor, Larlos Islam

tst Drdft

I o-dn\L.e lno-\l thLngsabot my fathe.r, He does not ho,ve a,nJ sPec,Lo-l

qualLtLes.He.would be eesy to overlook bec,ause.he is not q>ec.Lo"l.He

Lso- goodperson,I get bored en I wark wcthhLm. 1ehas strong

apLni.ons, -ndhe Ls to'Lgh o,ndgenerous ta c'ther PeoPles. lle alwoys

laol<s .t the future. t1enever re4rets somethLng.I eo-rned lot lrom hrm.

92 ADDITIoNALMATERIAI-S



PeerReviewFonw,tb ^ @j "t&,rat{ I larara

adk*.4@tta 2a,4

(;ii t, , h0Lr,i: un t ud,rl irr hloin, r

Somple Porogroph:Finol droft

Kensakusagawa

15 May,2005

WritingClass

lnstructor: arlos slam

I RespectMy Father

I admiremany hingsaboutmy athei but he doesnot haveany special ualities.

He wouldbe easy o overlook ecause e s not outstandinglyandsome r striking

in appearance. owevelhe is a careful, erious, nd hardworking erson.He has

strongopinions, nd he s toughandgenerouso otherpeople.He always ooks o

the uture.He never egrets nything. think learned lot romhim.

ADD|ToNALMATER|ALS 93



Introduction

Layout

laa . . 4 b . 2 d . 1 e . 5

I Beginning o WorkI

Answe$ will vary.

3b. Working and studying at the same time

5

Sentence1

6

b. They Biveexamples.

f . 3

and all in one

b .

1. SebastianMitchell

2. Students Should ChooseTheir Own Clothes

3. school udfolms

4. It's the second ime the student has \rritten this

assignment.

5. 5 September 2004

Processwriting3

a, 'PrccesswdtinS' means {,'riting in s€veralstages(stepsi.

b. Beforeyou begin to urite, you should get som€

ideas.

c. YouI teachff may ask you to read a classmate spaper ard allswer somequ€stiom about t. This

is because ou catr eartr a lot by readirg your

classmate's ssignment,

d. Your teachermay ask you to w te another

draft. This is becauseyou can make your paperbetter by making some changes.

e. Beforeyou hand in your paper for a grade,you

should check it caretully.

Formatting

c . 6

1b

a. It is in a clear,easy"to-readont

colour - black.

2

1. Karer Chou

2. Bnglish Writing 1

3. ProfessorMiller4. School Uniforms Are Good

Writing focus:Whdt is d sentence?8

b we love wdting in English

c. his ftietrds are not in his class

Longuoge focus: Copital fetters cnd

tinot Punctuotionsb. Computer science s a useful subject.

c. I don't like working with people.

d. Many students can't find a job easily.

e, Are more women workin8 after university?

I My first job was a wonderful expedence.

10

a. (treedsa subject and a verbl

b. We love writin8 in Bnglish.

c. His ftiends are not in his class.

d. (needsa verb)

e. (treedsa subject and a verb)

f. (needsa subject)

g. (needsa subjectl

rl,lriting focus:What is o PorogroPh?1,t

a. strongr lere is a clear topic sentence; he

supporting sentences are all about the same top

b, weakr some sentences ay the ssrne hitrg

c, weakr there is no topic sentence.To

demonstrate his, ask ths classwhat the

paragraph s about (copying a song tom a

computer'shard disk to a CD). Then ask

studentswhich setrtence tates his directly -

there sn't one,

94 ANSWER EY



f.

d. stongr herc s a clear opic sentence;}Iesuppolting sentetrces are all abort the same topicweakr there is no topic sentence; trereare notenouShsentencesweakr the sentences re not all about the stfletoprc

t2

c what my filst iob taught me

1 3(sentenceshat are not rclated to the

topic)r My best ftiend had a more excitinB ob.

" Now at weeketrds like to sleep ate.I My parents'house was v€ry cl€an, oo.

1,4

a . C b . U c . U d . C e . C f . U I . U

Put it together

[unconnectedsente cesI was the youngestperson n my school class.I took a businessclass at university that was very good.

Universi ly ui t ion in the U S. s moreexpensive

than in many other countries.

Someuniversities help their graduates ind jobs

a{ler graduation,

1 6

Part-time Jobsare Good for Sludents

Havinga part-time ob is a valuableerpei ence

for secondary choolstudents.They can ealn

many things that are not usually taught in aclassroom. or example, hey can earn how towork with older people.They alsogel experiencc

with the businessworld. Having a part-time ob

givesstudentsa sense findependence.They can

also ealn money to use or university.Education

is more than ust schoolsubjects. eaming aboutthe real world is also important.

2 Givingond ReceivingPresents2

a . 3 b . 2 c . 1

is my favourite winter spq{.

topic sentence.

for a friend or family

c. The last(CD)Iboueht chansedmv life.

d. There are three reasonswhy m

is usetuL

e.GEidiidirjirili\such as he HarryPotterstories,canhelp ude4trj4lror€ lrh.

I Mv6dilliFdT6b tausht me severalnew sLills.

The fust sentences the

member is fi]n, but it can be difficult.

b@2. It's too broad.

c, 1, There s morc han onemain dea

@d@

2, It's oo nallow

e. 1 lt's too broad.

@f. 1. It's too broad.

@B.1. There s no main deaor opinion.

@

6Arrswers will vary.

Longuoge ocusrUsing and ond but tojoin sentences7. The sentences are similar because they have the

saIne intbrmation.. They havs different punctuation; the examples

in 1. are Lwosentenc€s, nd the examples n 2.

are one sentence.

ANSWER EY 95



. The examples n 2. aremore fluent snd sound moresophisticated. This information is explained ust afterthe exercise, o f sludents didn t figure t out whiledoing the €xercise,go shead o the next section

. In 7c he actionsare similar because ertler of them

. In 7b he contmst s tlat the person ikes flowe$ butnotchocolates.

Choosinga birthday present or a ftiend orfamily member is tun, but it can be difficult.The presentshould be personaland has to bethoughttul.

He is standing with his mother ard father (my

grandparents) n froni of their house,and helooks happy.

I

I

a.butb. and

c. andd. bute but

2

b .

3

look souno smell feel

hiendly

spicy

humid

look sound smel l feel

white(sodl

salLy airl

Languoge focust Pu nctuotion10

b. Ahmed speaksEnglish very well, and he enjoyshis classes.

c. Yoshi studieshard, but he doesn'tBetgoodgrades.

d. In Asia, most people eat ce for brcakfast,butin Canada, h€y have cereal.

e. Morocco has ovely mountains and beautiful

beaches,

f. Spanish s spoken n most of South Amenca,brt Portugueses spoken n Brazil.

g. Presentsare difficult to choosebut futr to giv€.h. Noodles reeasy o cookand arepopular n

many countres.

3 A FavouritePioce

2

3. Explain the topic sentenceby giving moreinformation.

(ideosnot used)atu dry, windywater - cold

can't wirdsugood snack ood

beach umbrellas / expensive o renttoo far away

sounds- oceanwaves

taste salt water tastesbad

Writing focus:Combining sentencescontaining odiectivessS.ilEiledt&q The title, topic, and ideas aft the same.

Differetrces: n the secondparagraphsomesenlenc€s avebsencombined, J ld lere is morevariety m setrtence ype.While eachparaBraph s grammaticallycorrect.the second one sounds nor€ natual and mure

sophisticated.

10' The air is hot, but the water s cool,wet, and ftesh.

" First, I enjoy swimming and surfing in the sea.

" \4ten I am tired, I comeout and ie on the beach.u

The sand s soft and white' The beach s noisy with seagullsand children

laughing, but it's a pleasantnoise.96 ANSWER EY



4 An ExceptionolPercon2

Th€ third person s most like Jack.

a. The fifft s€ntence.

0ackColl-Giis the mostamazing erson

b.8 ,c 6 , 7

3

b. life

c. He 0ack Collins)d. Jack

e. H€ (Jack)f. personality

4

secondaryschool (desc bes sfudents)

F l hdLnd r n ] " . . - " - "

World Cup: the narneof a specific thing (like tieOiympics)

Brazil: a place name

15

a. David Beckhammarried Victoria Adams, whowas a singer with the Spice Girls, a pop group

b. Beckham eamed to speak Spadsh becausehe

c In March 1999,David and Victoria had theirfirst son.

d. The Beckhamsnow have three childr€n, calledBrooklyn, Romeoalrd Cruz.

e. Romeowas boln in September2002 and Cruzwas born in February 2005.

f. There is a tunny film call€d'Bend it LikeBeckham,'which is about one of DavidBeckham's ans,

Put it together16

a . 4 b . 1 c . 6 d , 5 e . 2 f . 3

5 Tiendsond Fashions3

a . 3b. 3. Explain the topic sentenceby givin8 more

infoImation.

c , 7 , 4

0 The air smells salty from the seaand Bwe€t Beckham(two timeslr a person'snameftom everybody'ssun cream.

'"I feel peacetulalrd relaxed.

11

a. Charles s intercsting,but a little strange.b. The river was deep, wide, and cold.

c. Our teacher s strict but fair.d. tuly was hot and humide. Kim is my best friend becauseshe s kind, in the 1990s.

f. The food in that restaurant s delicious but moved to Madrid.

smart,and tutrny.

expensrve,

Writingfocus:Concruding entencesaa. 1 lrestatejb. 3 (predictl

c. 4 (suggest r advise)

d. 2 (summadse)

1't

Sentonce3: it adds supporting detail, but doesnotrestate,summarise,suggestor advise,or predict

Languogeocus:Pun ctuotion74 PoragraPh rcviewDavid Beckhamra person'sname 10Englarrd:a place nane a. S b. S c. C d. T e. S f. S

ManchesterUnitedr a team'snameSpainra placenalneRealMadridr a tearn'sname

ANSWER EY 97

Languo e focus:Yocobulory review

People places things

diffrcult

populd

fri€ndly

fri€ndly

difficult





Longuogeocus.'Storting with because6

Sentenceswith the becouseclausesecond don'tneed a comma Sentenceswith the becouseclause

first need a comma after the first clause.

7

b. I don't exercisebecause am too busy. /Because am too busy, don't exercise

c I go to bed late because have too muchhomework. / Because have too much

homework, I go to bed late.

d.I can't give up smokin8 because will put onweight. / Because will put on weight, I can'tgive up smoking.

e. I lost my friend's book because was careless.

Because was carel€ss, lost my fri€nd's book.f. I'm not going to go to the beach b€cause hav€

to take an exam. Because have to take strexam, 'm not goingto go to th€ beach.

I

a Christmas cards (why I don't send Christmascaroslb four (plus one that is crossedoutl

c. They werc not as mportart or interesting as he

other ideas.

sTopicsentencelHowever, don't sendCblistnas ards.orHowever, (almost) everserd Christmasalds.

c, Because

8 Problems3

a. 1 Talking to ftiends and classmatess easy or alot ofteenage boys, but talking to parents s

more difficult.

b. 2 l l l mskesa predil t ion.)dnd 3 (It mdkesasuggestion.J

c. 1. No. lt is about his father,but is not related to

the main idea of communication.

2. Yes. This could be an explanation for why

the l^riter's father doestr't talk to his sotr.

3. Yes This couldbe anolier reasonwhv thp

w ter's father doesn't talk to his son.

4. No. It is not relevant to the topic.

5. No. It is not relevant to the topic.

6. Yes.This could be a goodconcluding sentence.

Longuogeocus:Want to, would liketo, have o

'z Many teemge boys would like to talk to their

fathers about their feelings,but they don't know

3 Sons often want to know how their fathers feel

about them" For example, would like my father to say that

he is proud of me.

" He only wants to talk about sports or my

schoolwork' Parentshave to talk to their kids about their

feelings,or theh children will feel lonely at

home.

a has to

b. waDts o / wor d like toc. waDt to / would like to

d. wanted toi had to

e. have to

I want to / would like to; (will) have tog. want to / would like to

Writing focus:Order of suPPorting deos7 & 8

The two details not used werer8ot better grades n

Spanish;best friend (Lindal was in the sameclass.

I

1 Last year I ran the London marathon, and it was

the hardest hing I've ever done.

2 I had to spend about six months training for the

marathonbefore t even started.

3 On the day ofthe marathon, had to get up at

5 a.m. and get to the starting ine. It was cold,

and everyotrewas very tired.

a The begitrning of the race was a lot of tun

b€cause the crowd was cheering and the sun

was shining.

5 After thirt€en miles, the middle of themarathon, my legsbegan o hurt and I started oget bored.

6 The twenty-mile point was the worst because

had been running for threehours, I was hungry,

and I was in a lot of pain.

7 l4rhen croBsed he finish line, I could hardly

walk and I felt sick

8 Next year, I would lik€ to watch the marathon

but not run it.

ANSWEBKEY 99



1,L

c. Tomake he readernterestedn the topic.

9 StrongeStories2a, 1

b. 1c . 2d Yes, t is, because t sums up tie result of the

story. Concluditrg sentences for narrativeparagraphs will often give sone kind of final

comment or result. If students eel that sentence11 is a concludinB Bentence ut canlot explain

why, guide them to this idea by asking hem

what the ends of stories usually tell.

l0 Differences3

a. Three differencesisecondaryschool was small,but university was big; at school there werc the

samenumber ofboys and girls in the classes,

but at university there were only a few othergirls; at school the teach€r old studentswhat to

study, but at university the writer had to do alot of reading and leaming alone.

b. Answers will vary (however, he uriter does say

she enjoyed university more).

c. Answers will vary.

Bra nstorm ng: Doubfe lists

The writerprele$ winter which he/she ayss'even

morespectacular'.

onguogeocus:Using ime expressions

b. after

d. before

€. beforcf. When

a. beforc

b. afterc. When (, fter is atso possible, though tfner

would b€ the first choice in Englishl

6

Summer

watching wildlifehiking in mountains

climbing

Winter

Writing focus: Norrotive PorogroPhsIa. 4 middle o{ the story

b. 1 backgroutrd informationc 5 end of the storyd. 3 middle of the storye. 2 beginning ofthe story

IA Frisht in the Forest

a.3 from the middle of the storyb. 1 background nfomation

c. a from the end ofthe story

d. 2 ftom the beginning ofthe story

a. 1 background nfomation

b.4 ftom the end of the story

c. 2 from the begirning of the storyd. 3 ftom th€ middle ofthe story

beautitul scenerytobogganinS dogsledding

snowboarding skiingFrench caf6s

tapas bals

Longuageocus.'

However / whereasIUniversitv Life Winter in the Pvrenees

Sentences3 and 8 Sentence5

I

a Skiing iB a popular winter sport However,marry young people prefer snowboarding.

b. Whereasny scienceclasshas over 300 people

in it, my English seminar has ust 12.

c. Dogs are more faithful, whereas cats are more

indep€ndent.d. Carsare faster.However, 'd rather ride my

bicycle.e. I have a huge video tape collection. However,

D\rDs are more common these days.

f. Answers will vary.

I I Difficult Decisions2a. 1 My friend thought she was fat

2 My friend wouldn't eat any food.b. 2 I hesitated o tell her parents.

1 I thought she might get an8ry.



c. 2 Her parentsmadesuresheateal l her meals.1 I told herparents er secret.

d. 2 My ftiend s healthiernow1 Her parents nd hepsychologist elpedher.

3c ,

b.

LonguageocusrCouseond effect5

a. The comma s used after he words os a result,

consequently,or therelorewhen they begin a

b. The comma is used before the word ond.

6

a. I wanted to havel for a year after schooJConsequently, I didn't go to unive$ity dght away.

b. My parentsneeded help itr their restaumnt.AB

a resdt, I moved back home arrdworked for *rem.

, . Csrsarc vcry convcDicnr. nd consequenl l ) ,peopleuse hFm more han heyshould

d. My parentsdidn't want m€ to date before

finished school.Therefore, told Tim that I

couldn't go out with him.

e OuI school didn't have a lot of money, and

consequ€ntly he administration decided o

cancel some after-schoolclubsf. My friends complained that it was hard to

communicate with me. As a result, I bought a

mobile phone, even tlough I don't li ke them.

Writing focus:Using guestionsto cotch ottention10Studyilg-ia t\lqEqliqIs it more important to be safe or to follow your

drcam?

Can where you study changeyour life?

Ouitting smoking

Is smoking a choice or a disease?

Is it possible o b€ compl€tely ftee ofan addiction?

Br€akins prqilLqsirl&iclr!Cana former irlftiend eally ecomeour tiend?Is there a kind way to tell someoneyou no longer

love them?

12 Fate or Choice?

a. Answers will vary.

b . 3

c , 3

d . 4 , 5 a n d 6

e . Ta n d g

f . 7 a n d 8

Languoge focus:Writing obout hopesand Plons5

b. Sandrawould like to be a politician

c Cooperwants to be maffied with children in

ten years.

d. Diane hopes to win an Ob'mpic medal in 2012.

e. Andrca would like to buy a spo s car soon.

t / g. Answels will vary.

Writing focus.'Review of tronsitionexPressions10

a. SLtggested nswerWriters use hansition

expressions o show connectionsbetween deas,

to make their wdting more connect€d,and to

m€ke their nriting easier for a reader to

understand.

b. No, because t will sound unnatural.

c. ondt in oddition

as a resulti consequently; h;

so

I think; in my opinion

but;however

d Answers will vary.

e ondr but (instead,use In oddition and Howevet)

f. Answers will vary.

7 7

a. and

b. However

c. but

d. As a result / Consequently Therefore

e. In addition

72

I hope to be a successfulartist somedaysoon.

I really want to be an artist, (but) I need to make

some changes o achieve my dream,

Fi$t, I plan to study for a graduat€degrce n Fine

(In addition), I am going to designa website to

show and sell my paintings

You bave o do somethin8 ours€lf o achieve

your dreams.ANSWEBKEY101



Peer ReviewForm Unit 5

Date:

1. What is the topic of the paragraph?What is the write!'s opinion about that topic?

2. Look at the free\,\,Titing.s it long ot short? Have any ideas been crossedout? Why, doyou think?

3. Read he paragraph gain.What s the topic sentence? rite t here.

4.

5.

@dr" topi."od

the main i dea.

How many supporting sentencesare therc?

Is tlere a concluding sentence? f so, what does t do (for example, restate he topicsenteDce, ive advice, make a prediction, offer a final comrnent)?

Does he paragraphhave these hings?

7. Do vou have anv ouestions or comments or the wdter?

yes

a writer'sname nddate

. paEtraph itle

a descripdveadiectives

a somesentencesr adjectivesombined ith dnd

a somesenrencesr adiectivesombined ith but

O Mamillm Publish€F Limited,2006, This lage hay be photocopiedmd used withm the clss6



PeerReviewForm Unit 6Write/s name:

Reviewer! name: ,...

T i t l e : . . . . . . . . , . . , . . . . , . . . . . . .

Da te : . . . . . . . . . . . , . . . . , . . . . . . .

1. What is the topic of the paragraph? rhat is the writer's opinion about t}Iat topic?

2. Read he paragraphagain, rhat is the topic sentence?Write it here.

@the topic ^trd thernain dea.

3. How many supporting sentencesare therc?

4. supporting sentences hat statean opinion.

5. sentenceshat Eupportan opinion

6. How many sentences tate acts?

7. Is there a concluding sentence?f so,what does t do (for example,restate he topic

sentence,make a prediction, Sive a suggestion)?

8. Which sentence s your favoudte?Write it herc.

9. Do you have any questions or commentsfor the ter?



PeerReviewForm Unit 7

Date:

L What is the topic of the paragraph?

2. Look at the brainstoming.

a. What kind of brainstorming did the writer use?

b. Was he brainstorming edited?

c. Do you think that method helped the writer ttrink of a lot of ideas?

3. Read he paragraphagain.

a. What do you tlink about the writer'6 explanation or excuse?

b. Would you make tle same choice, do you think? lAlhy, or why not?

4. Underline the topic senteDce.

5. Did tie writer combine any sentenceswith so or becouse?f so, write them here.

6. \44ich sentence s your favor.uite?Write it here.

7. Doyou haveany questions r commentsor fre w ter?

@Macdillm Publish€s Limited, 2006 This laB€ may be photocopieddd used withrn the c



PeerReviewForm Unit 8

1 .

2.

\ hat is the topic? What problem does he lrriter explain?

Look at the wliter's list.

a. \{hich idea do you think is t}re most important?

b. Were any idea6 crossedout? Why, do you think?

c. Did the writer number his / her ideas n order of impo ance?

Read he paragraphagain.What is the topic sentence?Write it here.

@the topic and underline he main idea.

4. How many suppo ing sentencesare therc?

5. Is there a concluding sentence?f so, what does t do?

6. Write the Iast supporting sentence. s it the most important supporting idea?

7. Does heparagraph ave hese hings?

8. Do you have any questionsor comments for the vfiiter?

O Macnille Publish€s Linited, 2006 Tbjs lage maf b6 PhotocoPied d used within the cla$







PeerReviewForm Unit I Ivvriterb name:

Reviewer's ame: ..,

T i t l e : . . . . . . . . . . . . . . . . . . . . . . . .

Date : . . . . . . . . . . . . . . . . . . . . . . . .

1, \{hat is the difficult decision the rariter made?Why was it difficult?

2. What s the topic sentence? rite t here.

3. Did the nrriter begin with a question? f 5o,how did you answer t?

4. Read he paragraph again, Underline the words and expressions he wdter used to link

sentencesand ideas (suchas ond, but, because, o, thercforc,os o tesult,

consequently).

Do you think the rariter used comnas coEectly in those sentences?f you arc not sure

make a star (*) next to the sentence.

5. Was t easy o understand the paragraph?Werc all the events old in a logical order?

6. Is there a concluding sentence? f so, what does t do?

7 Which sentence is your favourite? Write it herc.

8. Do vou have anv ouestionsor commentsfor t}Ie writer?

@Macnillan Publishe$ Limjt€d, 2006 This lage may be Phoiocopiedmd sed wiibin th€ clas



PeerReviewForm Unit ,2Writer's name: ...,..

Reviewer'sname: ,..,

T i t le : . . . . . . . . . . . . . . . . . . . . . . . .

Da te : . . . . . . . . . . . . . . . . . . . . . . . .

1. What is the topic of the paragraph?What is tle &Titer's opinion about tlat topic?

2. Look at the bminstorming.

a. Would you have used a differcnt technique?Why, or why not?

b. Did the writer get a lot of ideas from the brainstorming?

3. Read the paragraphagain.What does he \a'riterhope or desire for the future?

4. How many supporting sentencesare there?

5. Do the supporting entencesnclude any of tiese things?

yes

a transitionexpressions

a facts

a opinions

a e)<amples

Is therea concluding entence?f so,what does t do?

Which sentences your favourite?Wdte it here.

5.

7 .

8. Do vou have anv ouestions or comments for the writer?



Writing Survey

This survey givesstudents a chanceto reflect on their own experienceswith a.rrdattitudes towards writing, and to share their experienceswitliclassmates. you coulddo this at tle start of the courseas an ice-breakerand to getsome deas about howstudentsfeel aboutwriting and what tley hope to leam on the course.

I Make onecopy of the survey for each student in the class.r Put students n pairs or small groups to discuss he questionsand then conduct a

class eedback ession.I Alternatively, have themwrite out answersas homework to hand in.



Writing Survey

1. Answer the questions.

a. What \pes of writing do you do in your native l€nguageat least once a month? Add to the list

d letters O lists O e-mail O diary

O compos i t i ons D . . . . . . . . . . . . . , . , . . , . . . . . . . . . . .. . . . . . , . . . . . . . . . . . . O . . . . . . . . . . . . . . . .

b. What type of r&Titing s t}Ie most enjoyable?What type is the least enjoyable?Why?

c. How often do you write in English?What do you trite in English?

d. Will you write in English in the tuture? dhat kinds of things will you w fe?

e. when you write:

yes no

Do you write with pencil and paper? n O

Do you use a computer? o d

Do you use a dictionary? O n

Do you make notesbeforc you lnite? n n

Do you ite your paper in your native language frrst? O .J

Do you write yol]r paper mote than oncel. 0) n

f. How easy are these hings when you write in English?Circle the most applopdate number.

(1 = very easy,2 = somewhat easy,3 = somewhatchallenginS,4 = very challenging)

g rammar1234

prnrcscinomvsclf L 2 3 4

vocabulary / finding the right word 1 2 3 4

getting ideas 7 2 3 4

wdting sometiing interesting 1 2 3 4

g. What do you hope to leam ftom this class?

2. Share your answers wi0r a partner or small group.

1B*



Macmillan EducationBetwe€n Towns Road,Oxford OX4 3PPA division of Macmillan PublishersLimitedCompaniesand representatives hroughout theworld

ISBN-13:978-1-4050-9586-0ISBN-10: 1-4050-S586-5

Text @Dorothy E. Zemach and Carlos slaln 2006Design and illustration @Macmillan PublishersLimited 2006

First published 2006

All rights roserved;no part of this publicationmay be reproduced,stored n a rctdeval system,transmitted n any form, or by any means,electronic, mechanical,photocopying,rscording,or otherwise, without the pdor witten permission

of the publishers.

Note to TeachersPhotocopiesmay be made, for classroomuse,of pages104-113without the p or w ttenpemission of Macmillan PublishersLimit€d.However, please note tlat the coplright law,which does not normally permit multiple

copying of published mate al, applies to therest of this book.

Designedby Amanda EasterDesign Ltd

Illustrated by lackson Gratranl,Sophie Grillet,Stuart PeIIy and Peter Harper

The authom and publisherswould like to thankthe following for permissionto reproduce heirphoto$aphs: Alamy / Brand x p17(ll, Alamy /Alexander Caminadap17(r);Corbis / ReCCharityp25, Corbis / Mike Chew p14, Corbis / Anne W.Krausep84, Corbis / JoseLuis Pelaezp2g(c),

Corbis / Patrick Ward p20, Corbis / leff Zarubap44;Empics psg; Getty pp6, 31, 63, Getty / knageStatepzS(a),Getty / Stonepp13, 62, Gstry / Taxi

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!\rhilst every effort has been made to locate theo\4.nersof copyright material in this book, [hercmay have been some caseswhen the publishe$

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Documents

Writing in Paragraphs