WRITING 2.6
Write an email about a travel experience
METHODOLOGY UDL: Highlighting
W ordering events
patterns and relationships Write three
D Complete the sentences with the words in the box. Use the information in the box to help you. Ordering events When you write about an experience, use sequencing words like first , then and finally to help readers follow the order of events. after finally first hours morning next then 1 First , we missed the coach, so we had to take a taxi. 2 The following , I got the correct visa and crossed the border on foot. 3 The day, we woke up early. 4 We drove for four hours, and stopped for some lunch. After that, we got back in the car. Five later, we arrived! 5 It was a long journey. First, we took a bus to the airport. Then we took a three-hour flight. , we took a taxi to our hotel. 6 a quick lunch, we set off walking again in the rain. E SPEAK Work in pairs. Tell your partner about your day/week so far. Use sequencing words. WRITING TASK A PLAN You are going to write an email to a friend about a good or bad travel experience. Think about the following: 1 Was it a good experience or a bad experience? 2 Where were you and who were you with? 3 What happened? 4 How did it end? B WRITE Write an email to a friend. When you finish, complete the checklist. morning next then hours Finally After
sequencing words on the board (e.g. first , then , finally ). Say a short holiday story aloud without them. Then repeat the story including the sequencing words. Ask students if they notice the difference. EXTENSION Work in groups of three. Each student writes one part of the email: Student A: Greeting and introduction (where you were, who you were with). Student B: Main events (use sequencing words). Student C: Ending (how it finished, informal sign-off). Put your parts together to make a complete email. Check that your email uses sequencing words and is clear. Then read your group’s
WRITING MODEL A SPEAK What kind of problems do people have on holiday? B SKIM Read Amal’s email. How many things went wrong? How many good things happened? To: Cleo Subject: We’re back! Hi Cleo, How are you? Thanks for feeding the cat. We’re home, but we had some problems on our holiday. First, bad weather delayed our flight. We arrived at the chalet in the middle of the night, so the next morning we were really tired. After breakfast, we went to the ski lifts, but they were closed because it was too windy.
bad
bad
bad
good
The following day, it wasn’t so windy and we had a great time on the slopes in the morning. Then, we stopped for some lunch, but when I wanted to pay I couldn’t find my wallet! Luckily, a kind person found it on the ski slope that evening and handed it in. Two days later, the real disaster happened. We were skiing down a busy slope when Anna fell over and broke her leg. In the end, we had to fly to the local hospital in a helicopter. At least we enjoyed the amazing views from the helicopter! But poor Anna’s leg is in plaster for the next six weeks. I’ll call you tomorrow. Amal C READ FOR DETAIL Read again and number the events in the order they happened (1–6). Anna had an accident. The family took a flight from the mountain. The flight left the airport late. It wasn’t possible to ride up the mountain. Amal realised something was missing. The weather was better. 1 5 6 2 4 3 bad
good
bad
I started with an informal greeting and finished with an informal sign-off
I used sequencing words and phrases to order the events
I checked my spelling, vocabulary and grammar
email aloud to another group.
C REVIEW Work in pairs. Read your partner’s email and ask questions about his/her experience.
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WRITING MODEL A Students discuss the question. Then, elicit different problems from the whole class and write them on the board. B Students read the email on their own and underline the problems and the good things that happened. Elicit their answers and ask students if any of the problems are similar to any that they mentioned in Exercise A. C Students do the task individually and check their answers in pairs. Check answers as a whole class. D Students complete the sentences using the skills box to help them. Check answers as a class.
E Students discuss their days or week. Encourage them to use the sequencing words from Exercise C. Ask one or two pairs to talk about their day or week to the class. WRITING TASK A Tell students they should use the prompts to make notes to help them plan their email. B Encourage students to use as many sequencing words as possible and to edit their email using the checklist. C Students read each other’s emails. Encourage them to ask their partner two or three questions to learn more about their experience.
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