- •Contents
- •Передмова
- •A guidelines for writing
- •Types of composition
- •Understanding rubrics
- •Module writing tasks
- •Module 1 All about you
- •Writing notes:
- •Introduction
- •Famous supermodel
- •Writing assignment:
- •Activate words and collocations from your student’s book:
- •Memorize extra vocabulary:
- •Personal qualities:
- •II. Memorize extra vocabulary:
- •Idioms / Proverbs
- •Make up as many sentences as you can using words and phrases suggested above.
- •Perform the following pre-writing tasks:
- •A Close Friend
- •V. Perform the following writing task:
- •Module 2. Memory
- •Writing notes
- •Introduction
- •The most memorable day in my life
- •Writing assignment:
- •Activate words and collocations from your student’s book:
- •Memorize extra vocabulary: proverbs
- •Make up as many sentences as you can using words and phrases suggested above.
- •Perform the following pre-writing tasks:
- •The following adjectives or adverbs can be used instead of other simplistic ones. Put them in the correct box, as in the example.
- •Use the similes to complete the following sentences. Then make up the sentences of your own.
- •Perform the following writing task:
- •Module 3. Around the world
- •Writing notes
- •Introduction
- •The spirit of London
- •Writing assignment:
- •Activate words and collocations from your student’s book:
- •Memorize extra vocabulary:
- •Idioms / Proverbs:
- •Make up as many sentences as you can using words and phrases suggested above.
- •Perform the following pre-writing tasks:
- •An Ideal Seaside Resort
- •Wales – the Land of Song
- •Mount Rushmore
- •Module 4. Life stories
- •Writing assignment:
- •Memorize extra vocabulary: proverbs / idioms
- •Make up as many sentences as you can using words and phrases suggested above.
- •Perform the following pre-writing tasks:
- •The person I admire
- •Perform the following writing task:
- •Module 5 Success
- •Writing notes
- •Introduction
- •Useful Words and Phrases
- •Are computers a necessity?
- •Writing assignment:
- •Activate words and collocations from your student’s book:
- •Memorize extra vocabulary: idioms / proverbs / words of wisdom
- •Make up as many sentences as you can using words and phrases suggested above.
- •Perform the following pre-writing tasks:
- •English and Maths are more important subjects than Art and Music
- •The secret of happiness
- •Learn to be lucky
- •Are you a successful leader?
- •Perform the following writing task:
- •Module 6 In the media
- •Writing notes
- •Introduction
- •Useful Language for Writing Reviews
- •Short reviews films
- •Records
- •Television
- •Writing assignment:
- •Activate words and collocations from your student’s book:
- •Memorize extra vocabulary: idioms / proverbs
- •Make up as many sentences as you can using words and phrases suggested above.
- •Perform the following pre-writing tasks part 1
- •A Film Review
- •Recommended New Books
- •The Friends Phenomenon
- •Perform the following writing task 1:
- •Writing assignment
- •Perform the following pre-writing tasks:
- •Quake hits santa maria
- •Introduction
- •Perform the following writing task 2:
- •Module 7. Socialising
- •Writing notes
- •Introduction
- •Graduation ceremony
- •Writing assignment:
- •Activate words and collocations from your student’s book:
- •Memorize the words of wisdom:
- •Make up as many sentences as you can using words and phrases suggested above.
- •Perform the following pre-writing tasks:
- •The Royal Regatta
- •Perform the following writing task:
- •Module 8 Things you can’t live without
- •Writing notes
- •Introduction
- •Points to remember:
- •First and Last Paragraph Techniques
- •In the first paragraph you can state the topic by:
- •In the last paragraph you can give a balanced consideration or your opinion by:
- •The Pros and Cons of Parents Educating Children at Home
- •Writing assignment:
- •Activate words and collocations from your student’s book:
- •Memorize extra vocabulary: idioms / proverbs
- •Make up as many sentences as you can using words and phrases suggested above.
- •Perform the following pre-writing tasks
- •The pros and cons of using the Internet
- •No more secrets
- •Love-hate relationships Mobile phones
- •Survey results
- •Iy. Perform the following writing task:
- •Module 9 Future society
- •Writing assignment:
- •Quantity or Quality?
- •Introduction
- •Writing notes types of letters
- •Layout of letters
- •Writing style in letters
- •Informal letters
- •Imagine you won the lottery money. Think over the ideas how the money сould be spent.
- •Perform the following writing task:
- •Module 10 An amazing story
- •Writing notes
- •A narrow escape
- •Writing assignment:
- •Activate words and collocations from your student’s book:
- •Memorize extra vocabulary: proverbs / words of wisdom
- •Make up as many sentences as you can using words and phrases suggested above.
- •Perform the following pre-writing tasks:
- •Unforgettable Birthday!
- •Letter from the Scout Camp
- •Vocabulary:
- •A Ghostly Welcome
- •A Science Fiction Story
- •Perform the following writing task:
- •Module 11 Rules and freedom
- •Writing notes formal letters
- •Formal style
- •Letters of application
- •In the opening remarks/reasons) for writing
- •In the closing remarks
- •Letters of complaint
- •Writing assignment:
- •I. Activate words and collocations from your student’s book:
- •Memorize extra vocabulary: idioms / proverbs
- •Make up as many sentences as you can using words and phrases suggested above.
- •Perform the following pre-writing tasks:
- •Iy. Perform the following writing tasks:
- •Write a letter of applying for either the position of English teacher at private school or the position of translator in a travel agency.
- •Write a letter of complaint to a manager about the things you found annoying while traveling. Remember the notes above how to write formal letters. Module 12 Dilemmas
- •Writing notes
- •Useful vocabulary:
- •How can we make our city a better place to live?
- •Writing assignment:
- •Activate words and collocations from your student’s book:
- •Memorize extra vocabulary: idioms / proverbs
- •Make up as many sentences as you can using words and phrases suggested above.
- •Perform the following pre-writing tasks:
- •1.1 Look at the problems (1-5) and match them to the solutions (a-e). Which of these problems do you think is the most / least serious? Can you think of anymore problems and solutions?
- •Results
- •Self - talk
- •Auntie Claire writes:
- •A sad story of a sad man
- •Perform the following writing task
- •Bibliography
Writing assignment:
PART 1
Pre-writing task 1
Read an article. Write out the arguments “for and against” genetically engineered food which the people will eat in the future Express your opinion.
Quantity or Quality?
You didn’t ask for it, and you might not know about it. But you’ve probably already eaten some of it. It’s genetically engineered food.
Perfectly round tomatoes all exactly the same size, long straight cucumbers and big fat chickens are now a normal part of our diets. They are made that way by genetic engineering – not by nature. Their genes have been changed. These new life forms have been described as a “real-life Frankenstein”
Every living thing has genes that carry information. They are passed on from generation to generation. They make sure that humans give birth to humans and cows give birth to cows. They also make sure that a dog cannot give birth to a frog or an elephant to a horse.
Genetic engineers take genes from one species – for example, a scorpion, and transfer them to another – for example, corn. In this way a new life form is created.
Genetic engineers put duck genes into chickens to make the chickens bigger. They put hormones into cows to make them produce more milk. This does not make them cheaper , tastier or healthier. It makes them easier and faster for the farmer to grow.
The effects of genetic engineering on our health are not known. Many of the genes which are used – such as those of scorpions, rats, mice and moths – are not part of our diet so we do not know how dangerous they may be. For example, people can develop allergies to food which has been genetically engineered.
The effect of genetic engineering on the natural world may be disastrous. The engineers may create life forms – monsters – that we cannot control! The new life forms have no natural habitat or home. They will have to find one, fight for one – or kill for one! It may be your land they fight for – or you that they kill!
Greenpeace is trying to prevent all such food experiments. Some – but not all – food companies are refusing to use genetically engineered foods. Some – but not all – supermarkets are telling their customers which foods are genetically engineered. We must all be aware of what is happening.
Although, some people seem to be quite optimistic about the benefits of genetic engineering and they believe it could be the solution to the problem of famine. Plants which grow faster, or cows which produce more milk, can save the lives of starving people. Moreover, they think scientists will use the benefits of genetic engineering to cure diseases like cancer or AIDS. If scientists managed to find a cure for these, the humanity would have a much healthier society.
On the other hand, it may be a dangerous experiment with nature. In the story, Frankenstein created such a terrible and dangerous monster that he had to destroy it. We must make sure that it remains a story – and no more!
Pre-writing task 2
A university magazine has asked its readers to submit articles entitled “What kind of life can people born in the year 2050 expect?” Write your article using ideas and plan below. The beginning and ending have been written for you.
Points to consider
health (e.g. longer life – scientists find cures for many diseases)
food (e.g. meal pills / terrible water shortages)
jobs (e.g. more creative, better paid jobs /computers do the most boring
jobs/ more poor people/ there be fewer jobs)
transport (e.g. environmentally- friendly flying cars)
holidays (e.g. space travel / go on holiday to other planets)
environment (e.g. pollution levels in cities increase/ species/ fewer endangered
wild animals/ no more rainforests / people cut them all down)
education (e.g. robot teachers / virtual communication)
relationships (e.g. make friends through the Internet/ little real human contacts /
people become isolated)
housing (e.g. live in cities under the sea or underground / normal cities become
overcrowded / robots keep the house)
crime (e.g. increase / more people without work)
Plan