Pet sp writing 1 slideshow 2
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The document provides guidance on responding to an email about plans for activities during a one week visit. It includes segments of a sample email exchange and notes on language to use. The response email should start with a greeting expressing excitement about the visit and end by thanking the person for the invitation and looking forward to their time together.
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Pet sp writing 1 slideshow 2
- 1. Getting ready for B1 Preliminary Writing Getting Ready for B1 Writing
- 2. Get familiar with Paper 2, part 1. Getting Ready for B1 Writing Responding an email
- 3. Getting Ready for B1 Writing
- 4. Getting Ready for B1 Writing
- 5. Getting Ready for B1 Writing
- 6. Getting Ready for B1 Writing
- 7. Email segment Note Examples of language I’m so excited that you’re coming to stay with me for a week! Me too! I can’t wait to see you! I’m thrilled about spending a week with you! On your first evening here, there’s a rock concert in our town. Would you like to go to the concert or would you prefer us to relax at home? Say which I prefer You know I love rock concerts so I think it would be a great idea to go, much more fun than staying at home . Getting Ready for B1 Writing
- 8. Email segment Note Examples of language Also, shall we go climbing in the mountains while you’re here? No, because… A couple of months ago I broke my leg and I’m still recovering so I’m afraid I won’t be able to go climbing. I’m really sorry about this, I would really love to go. Can we go to see an ice-hockey match instead? Ice- hockey is not popular in my city so there aren’t any matched here..Getting Ready for B1 Writing
- 9. Email segment Note Examples of language Let me know if you have any questions. If you like the idea, I can buy the tickets online. Drop me a line and let me know what you think. Getting Ready for B1 Writing
- 10. Which sentences can you use to start your email? And to finish it? Getting Ready for B1 Writing
- 11. Academic Department Getting Ready for B1 Writing
Editor's Notes
- These slides have been produced for the teacher to use when teaching synchronously.
- Ask students to look at Handout 1 and discuss the questions on the next slide with a partner. Give the students about 5 minutes for this and then elicit some answers from the class.
- Answers on next slide.
- Check answers with sts. TIMING: 5 minutes
- Ask students to look at Handout 2. Students work alone or in pairs to re-order the segments of text into a coherent email. Then clarify order as a class, identifying any useful clues noted (e.g. the use of ‘Also’ to introduce another idea/point). Answer key on next slide. TIMING: 5 minutes
- Answer key TIMINIG: 5 minutes
- Explain to students that in the task they are given four ‘notes’ which in the task they need to respond to. Write the following ‘notes’ on the board and ask them to decide which part of the email each one links to: ‘No, because’, ‘Say which I prefer’, ‘Me too!’ and ‘Ask Sandy’. As a class, identify which note links to which section of the email. This table has been adapted from page 2 in the B1 Preliminary Writing Part 1 handout. TIMING: 10 minutes
- This table has been adapted from page 2 in the B1 Preliminary Writing Part 1 handout.
- This table has been adapted from page 2 in the B1 Preliminary Writing Part 1 handout.
- The aim of this activity is to provide students with some formulaic expressions to start and finish their emails. Ask students to classify these phrases / sentences into two categories: Used to start your email & used to finish your email. TIMING: 10 minutes