Forever learning 1
2 Students complete the exercise. Elicit answers from di erent students around the class. Accept all sensible suggestions. Suggested answers do not make successful teachers are not old enough to teach people things are too young and inexperienced to teach others 3 Students complete the exercise. Check answers in open class. Answers Students should tick: 2 I would argue that 3 … it seems to me that 4 In my view, 7 I disagree with 8 In my experience, 4 In pairs or groups, students complete the exercise. Walk round, monitoring students and helping them if necessary. Elicit answers in open class and accept all sensible suggestions. Suggested answers Main point Reason and / or example given to justify it teenagers are good at teaching The writer says some people think teenagers are too young and inexperienced, but he / she argues that teenagers can teach many different things.
For more information on writing an essay, refer students to the Writing reference, page 164. Exam Exam task 5 Students complete the exercise. Elicit answers from di erent students around the class. EXTRA SUPPORT First discuss the questions after the task in Exercise 5 in open class. Elicit explanations and ask students to justify their answers. Encourage them to use some of the phrases in Exercise 3. Write some key words and expressions on the board that less confident students can refer back to when they write their essay. 6 Plan Students complete the paragraph plan based on their discussion in Exercise 5. You may want to look at students’ plans, if possible, to check them and give advice and suggestions for improvement before students take the next step. 7 Write Students write their essay in an appropriate style in 140–190 words. Depending on time, it may be a good idea to set this and the subsequent checklist exercise for homework. 8 Check Students complete the checklist before they hand in their essay. OPTIONAL EXTENSION Students swap essays and give marks from 1 (low) to 5 (high) for four different areas typically used for marking writing exams. 1 Content / task achievement – meaning properly answering the question. 2 Communicative achievement – successfully communicating ideas at the right level of formality. 3 Organisation – overall organisation and linking together of sentences and paragraphs. 4 Language – level and accuracy of grammar and vocabulary. Homework Workbook Unit 1: Writing, page 10, Review, page 11 Learning to Learn Go through the points with the class. Ask students if any of them keep a journal or meditate. Ask if they know of any other techniques for developing self-awareness.
The writer’s own parents often ask him / her for help and advice about smartphones, computers, tablets and
how to use modern technology
apps / teenagers understand new gadgets almost instantly – and can teach others how to use them. green issues The writer’s friends understand green
issues more than their parents, and are often good at persuading them to change their ways, for instance with recycling. The writer’s sister loves fashion and often helps their dad choose stylish clothes.
particular interests or skills
OPTIMISE your exam An essay Students read the tips. • Tell students that they’re going to look at a typical writing exam task and practise agreeing or disagreeing with a statement. Point out to students that they should assume that whoever reads their essay has no idea about the topic. They should talk about possible opinions on the subject and give examples before they give a more personal opinion. • Effective organisation and cohesion are important features of a successful essay and will help students score higher marks. In Exercise 3, students worked on a wide variety of linking words and phrases for giving examples. This will help them show clear and logical relationships between their arguments and examples in their writing.
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