Tài liệu Boost_writing_2_teacher_s_edition

Publishedby Pearson Longman Asia EIT 20lF Cornwall House Taikoo Place 979 King'sRoad Quarry Bay Hong Kong fax +85228569578 email: [email protected] \.\'\Mw.p earsonlongman.com and Associated Companies throughout the world. @PearsonEducationAsia Limited 2007 All rights reserved;no part of this publication may be reproduced,storedin a retrievalsystem,or transmitted in any form or by any means,electronic,mechanical,photocopying,recording,or otherwisewithout the prior written permissionof the Publishers. First published2O0T Reprinted2008(twice) Producedby PearsonEducationAsia Limited, Hong Kong EPC/04 ISBN-13:978-962-00-5906-3 ISBN-10:962-00-5906-9 Publisher:Simon Campbell SeniorEditor: Howard Cheung Editors:GeorgeWells,I effZr oback Designers:Iunko Funaki,Tonic Ng Illustrator:Balic Choy Audio Production:David Popeand SkyProductions F o r p e r m i s s i o n t o u s e c o p y r i g h t e d i m a g e s , w e w o u l d l i k e t o t h a n k @ D e x l m a g e s ,I n c / C o r b i s ( p p a B , 9 B ) , @ G B a d e n / z e f a l C o r b i s( p p . 4 T , 9 T ) , @ B Bird/zefalCorbis (p 151 15 BL), Dave King @ Dorling Kindersley (p. 23 B), @ Richard Hutchings/Corbis (p. 29 B), O TimWright/Corbis (p 29 T), @ J.Garcia/photocuisine/Corbis (p. 37 TR, 38 TL), @ Iohn Doe/zefalCorbis (p 37 TL), @ David Zimmerman/Corbis tp 38 BR), @ David Ball/Corbis (p. 43 B), O ML Sinibaldi/Corbis (p. 43 T), O Paul A. Souders/Corbis (p 51 T), @ I.Riou/photocuisine/Corbis (p. 51 B), @Tibor Bognar/Corbis ( p . 5 1C ) , @ E d K a s h i / C o r b i s ( p . 5 7 ) , @ B i l l V a r i e / C o r b i 5 s (8pB ) , @ M i c h a e l P r i n c e / C o r b i s (5p8 T ) , @ M u r a t T a n e r / z e f a l C o r b i s ( p . 6 2 T ) , @ M a c d u f f Everton/Corbis (p 62 B), @ Rune Hellestad/Corbis (p. 65, 67 TR, 67 BL), @ PeterAndrews/Corbis (p. 66), @ Nancy Kaszerman/ZuMA/Corbis (p. 67 TL), @ Rufus E Folkks/Corbis (p. 67 BR), @ 2005 BusinessWire/Getty Images (p. 71), O ]udith Miller/Dorling Kindersley/Metropolis Collectibles, Inc. (p.72, p. 77),Trish Gant @ Dorling Kindersley (p. B0),Courtesy of Bedrock Studios O Dorling Kindersley 1p 85 C), Gary Ombler/Roby Braun model maker @ Dorling Kindersley (p. 85 T), Andy Craw{ord/Roby Braun fr model maker @ Dorling Kindersley (p. 85 B), @ Jim Zuckerman/Corbis (p. 87) and O Gero Breloer/dpa/Corbis (p. 90) Acknowledgements I would like to dedicatethe Boost!writing books to two very closecolleagues:Dean StaffordandYannickO'Neill.We have sharedmany experiencesand ideasabout teachingwriting skillsover the years,but your specialistknowledgeand enthusiasmfor this aspectof learning and communication have alwaysbeen an inspiration to me. Thanksmightily! JasonRenshaw The Publisherswould alsolike to thank the following teachersfor their suggestionsand comments on this course: TaraCameron,RosanneCerello,Nancy Chan, ChangLi Ping,Ioy Chao,lessieChen,fosephineChen,ChiangYing-hsueh, ClaireCho, Cindy Chuang,Linda Chuang,Chueh Shiu-wen,Mark de Boer,Mieko Hayashida,Diana Ho, Lulu Hsu, EuniceJung,Hye Ri Kim, JakeKimball, JosieLai, Carol Lee,ElaineLee,Melody Lee,PeggyLi, EstherLim, Moon JeongLim, JasminLin, Martin Lin, CatherineLittlehaleOki, Linda Liu, Tammy Liu, Goldie Luk, Ma Li-ling, Chizuko Matsushita, GeordieMcGarry YasuyoMito, Eunice Izumi Miyashita,Mari Nakamura,YannickO'Neill, Coco Pan,Hannah Park, KarenPeng,Zanne Schultz,Kaj Schwermer,MiYeon Shin,Giant Shu,Dean Stafford,Hyunju Suh,TanYung-hui, Devon Thagard,John and Charlievan Goch,Annie Wang,Wang Shu-ling,Wu Lien-chun, SabrinaWu,YehShihfen, Tom Yeh,LauraYoshidaand Yunii Yun. The publisheis policyis to use papermanufactured fromsustainable forests I ffift? wrf,tf,*s The Boostl SkillsSeriesis the definitiveond comprehensive fourlevel seriesof skillsbooksfor junior Englishleorners.The series hos been developedoround oge-oppropriote,cross-curriculor topicsthot developstudents'criticolthinking ond exominotion techniques.It followson integrotedskillsopproochwith eoch of the skillsbrought togetherot the end of eoch unit. The twelve core units in Boost! Writing 2 follow o cleor ond tronsporentstructureto moke teochingond leorning eosyond fun. The writing skillsbuild ond progressocrossthe four levelsof Boostl Writing ond ore correlotedto the next generotionof tests of English. Youwill find the following in Boost! Writing 2: o . Age-opproprioteondcross-curriculortopics Modelsof good writing os well os exomplesof bod writing o Writing procticethot builds from sentenceond porogroph levelsto full-lengthpossoges o Activities thot provide on opportunity to creoteo wide voriety of text types(essoys, letters,emoils,etc.) Unit Topic ItYriting, skill and:,, ',,, ,Eachunrifhds,dn agre"appropriate-, topic. cross-curricular targeted of :theA very'simpleintroduction unitskillis provided. Studentswill . findthetopicdirectlyrelatesto their , ' ,:,, ;,:',,:';,,1',.;,,, ' 6wn,li,Ves And.$tudV:,,,', . be engagedand motivated to learn. :,*), xn:*i;::'ff"$;L::* *i',;,""t**y' r&"€j skilj','ih. a :cl'eafandr,I i uncleistandable way. rl!i: r*nllete rorteel qtcsconi tle na5sr$e by usinq the 'ou \" \P 'hd vou My weekend movieswiln {oved up verylotewdtching On SoturdoY mght {heemaits Re3cl oJr fdvonte wotcneo I ; iriend TonI lovorite motie fothertotd But oftcr thot i' wos trying to $eePl m ond :i ro go to bed It wds 1 d went to the Pdrk to lly ktes r' in the skyr ktes looked so pretty flyinq could olmo$ ni were so high uP' il rool stoyed uP d long time i,, ' kit€ got $uck in o tee on Sundoy mornrng o u t o g o i n b e c o u s er r r : hclped i : bronch A boy in the Dork roil wos cought on o tree '' got the kite lor 'limbed the tre€ ond rohearyour'ad"" ,.- happv '":",':^'j X"",j," ,t"llir"Jjwhor h:us-e-:t: ::] fiipo5s6rorher " ;ru;;;qgi u:,'rl; i:il:r,"#T ]rl"' ;:x':rl'' * :[#i*:im fi*fi!"' llr ."',"""*"' confusinql Before You Write Samplesof goodand bad writingare presentedwith a noticing task. Studentswill o fearnto distinguish betweengoodand badwriting. o discoverthe writingskillfor themselves withoutthe needfor longexplanations. Audio CD TheCD at the backof the StudentBook providesaudiosupportfor all reading passages plusthe audiofor the lntegration tasks. Iistening Integration Thewritingskillis combined withlistening, reading or speakingtasks. Studentswill . producewritingpassages basedon reading andspeaking/listening inputs. o developlanguage skillsneededfor the next generation of integrated testsof English. campi€ie the FaraEfapil the(orre*p*nolhs d"trt hodogreotweekend ,t .l grondmodndgrondposhouse wcnrto:r i: grdndmosogreorcook mdde some fontostic opple pie for .oohng is olwoys so deilcjous , grondpd likes boord gomes how to ploy chess i l in one gomel Moybe :.-1 ,..\: om not sure fr**6{e..d"*# S1 ****.**--*; writ. o pu.oErrph absut your w€ekend ;nd {ircte eark t}ranoun yo{ !!e My weekend t'ae ,t,X^ t por* Ploy /some /]rous.. ";;;:;:;";t Review Aftereverytwo core units thereis a reviewwhich consolidates the writing skillsalreadystudied. Write absui a sertes(c caeh pi{tufe )€coh4 r.a! wotch locuh€lrari re :t t.nodo(io.i bile / her motre / ms ,i xll"}ij'"i W.1e rn hr.odu.ti,n tn"'*',"","r.,,,.,,- Studentswill . be ableto seetheir progressin using writingskills. . buildon previously taughtskillsto produceaccurate writing. ;Effi;*:l m:"-"" ;k:", ;;;;;::"-** I "__ -'@otoltc'c".u".", tnc \|oild 'hat rnteft! ,ou! Contents Culture and People Mv Weekend Using pronouns Writesentences usrngpronouns. Worksheet p.8 p .1 3 Artsand Entertainment At the Circus p.14 -1 Worksheet p .1 9 Review1 p .2 0 Writingcards for special events Sports and Leisure Party time! Writeyourown invitation and thank-you card. Worksheet p.22 p.27 Planan essay aboutprotecting o u rp l a n e t . S c i e n caen d Nature Proteet our Planet p.28 ____,,__L Worksheet p.33 Review 2 p.34 l Writing descriptive sentences I Sports and I Leisure l p.36 Worksheet l.r. i:t:til .]:l:ji Citv Seasons Review3 C u l t u raen d People Writingbody paragraphs Il ,::::,.::' l:l:::l1l p.41 Worksheet Writeparagraphs describing seasons in yourcity. - l _ _ p.47 p.48 Writingan essayto Social Studies describe a place An Interesling Place Writean essay aboutan interesting place. Worksheet p .6 1 Review4 p.62 Writefactsand o p i n i o nasb o u t HarryPotter actors. Magieal Actors Worksheet Superheroes Writinga I Entertainmentc o nc l u s i o n I I Writeaboutyour o p i n i oo nf c o m i c books. I Worksheet p.75 Review 5 p.76 CDScript p.92 7 My Weekend SUBJECT Culture and People WRITING SKILT Using pronouns WRITINGTASK Write sentencesusing pronouns. Usingpronouns When youwnitethe same word manytimes in a passage,it is boningto read.To avoidrepeating the same wond,you can use a pnonouninstead.A pnonounis a wondthat is usedin placeof one on mone nouns.Pensonalpnonounslhe/ him, she/ het // me, you/ you, they/ them, we/ us, it/ itl show who is doingwhat [to who].Possessivepronounslhis, heCmJ4youc theil: out: lfs] show who somethingbelongsto. When you use pronouns,rememberthe following. . . Usethe nameof the pensononthingthe finsttime you mentionit. Aftenthis,you can use a pnonoun(Anthony is very ta//.He is also smart not He is very ta//.He is very smart.). lf you anetalkingaboutsevenalpeopleonthings,do not use a pnonounif the neadenwill not understand who on what it nefensto [Mary and Kim are both wearing dresses. Kimb dress is red. not Mary and Kim are both wearing dresses. Her dress is redl. Youmayfindthat your studentsuse a personalpnonounwhenthey shoulduse a possessive pronoun [Him coat is brown. instead of His coat is brown.]. Getting them to make statements aboutthe objectsin eachothen'sbagsmay helpreinfoncethe conrectusage. 1. We wotch TV in our house. 2. I am ploying my new guitor. 3. He throwsthe boll to you. 4. Shegivesher sistero book. onswers;students'onswerscon vory] [Suggested @ 3 [Students'clnswerscon vory] Weekend What did you do last weekemd? Diseussyour ans$sers. From: Mandy [email protected]> &.:l tt:::lt: ;lffi."" H i ,J u l i e ! weekend ,n interestins i'Sqre rrl;. l*uomv 'xryffil::l Her ame ts e nd.r1N wittrrTri ']..^ " - '\ Lucy. ':'illlllileil:ll1{11111*ltllFqw her ;;l;,;;jji9,.'."5fiLu,u':'1:I1li:,i]:|*{l111***.,u.'**@,i otr' inthe o"hf,'{'l "' Inthe afternooffi 'u')"0n' 1n".'F::,1 "' too there' ;;.";fi? ,*.., '"0 ""'u'Ytot;f'Kfr";y" From: Julie To: Mandy H e l l o ,M a n d y l verynorsy' tnaffid likesvideogames'fls 1{, uounn"r ' t'4v ,. hi$!3'.Ir" isvervbis. llK( doesn't nFriend MandY I',mhappy to hear you had an interestingweekend. But I'm so confusedlWhr c s e h o u s ed i d y o u g o t L o w _ y y u o u u r r r v h n oouuss( e pr h ho nu r rsce^?aW, ^h,oL.or he was there? who sJ:J#;i:#11;,lJ:;::;:I:," the video games noi i::ilJ;T,li il:ll:;,, :;,:#ff:;:,il:n: Julie f""$ Rnswer the question and follow the instnuction" 1 Why is Mondy'semoil confusing?Mandydidn't'ueeany pronouns. 2 Add words to Mondy's emoil so thot it is eosierto understond. e_ l J s i n gp r 0 n 0 u n s (he/him,she/her,l/me,you/you,they/them,we/us,it/it)show who is Pensonalpnonouns doing what [to who] Possessivepnonouns[his,her, my, your, their, our, r'rsJshow who something b e l o n g st o . @ ffi the passage by usimgthe correctpronouns" Complete your my his he our they you me them him it its ,i My weekend On Soturdoynight {'l} {2} mxy movie ond {s} tl'l ug I stoyedup very lote wotching movieswith wotched {e} mY fovorite movie. But ofter thqt (5) my friend Tony. {3} his We we On Sundoymorning t9) {1$} l1! I Our mY couldn't get {1?} wos trying to sleepl kites lookedso pretty flying in the sky! were so high up, {xz} 'lheY t'hem {r4} But then {ts} vI we He, "Here's{g?} kite got stuck in o tree. {16} it out ogoin becouse{'!tl} soid thonk {xr} _- climbed the tree ond got the kite for {ai} youl You On Sundoy ofternoon {al} weekend {te} 3 it kite," {33}to {?6} I wosl could olmost not stoyedup o long time too! me toil wos coughton o treebronch.A boy in the pork helped{ls) {}8} fother told went to the pork to fly kites. they s e ei x ] l &- he to go to bed. It wos 1 o.m. ond {s} fovorite \e*.... ry-e,- soid.{34i hlm went home. Whot o greot I | ile- ffi Wrlte a sentenceabout each pleture using the eorrect pronouns aerdtlru ** givem. 1 4 golfriend/house *h* ip g*ing f.* h*r {ri*nd's hp*s*" ride/bikes/pork T hey ride th eir bikesin t he p ark. Iook/new/cor Theyarelookingat their newca?. give/mother/money His mother giveehim eome money. play I game lhouse He ie playinga qameather house. stuck/kite/tree Her kit e ig st uck in a tree. :ll:::r:lilit:l:l:::::: g A &{'#f.f'd€ Listen and complete the paragraph. $ {3} My grondmo ond grondpo'shouse.{d} {$} the My beot {t?} He tought {n*} him me my went to {3} grondmo is o greot cook. mode somefontostic opple pie for {e} cooking is olwoys so delicious.{s} {s} I trod o greot weekend.{*} ! me . {?} grondpo likes boord gomes. how to ploy chess.qrr3 in one gomel Moybe {33} he I let me beot om not sure. {.ft} Write a paragraphabout yournweekend and eircle each pronoun you t"rse. My weekend gundaya;ft-grnoon wilh@,f:ie nd frVy Wqgyqn{Wpgqt Qna4a f-4g1asLtic .e_n,@ie visiting fr om c anada@n aa ,runchat Maxi M a || and talked about m any things,.@ tql!@abouy fryiendsinCanada. Afterlun9!,@\elpe/@buy p;yesey.\,;9!o1y@ f or@t o s ay qoodby e. 6 ef o r e Ieaving,@ gy _e@ a pin shaped tikea butt e{!y.@*u u B yu s i n gp r o n o u n sy ,o u c a n t a l ka b o u t h e s a m ep e r s o nt ,h i n g , p l a c eo r i d e aw i t h o u tr e p e a t i n g t h es a m en o u n se v e r yt i m e . TA J d: * q' *l f *l $ $. Nome: O Closs: Writesentences usingpronounsand the wordsgiven. wotchlfY lhouse play lnew / guitor 3 throw lball I to givelsister/book Write a paragraphabout your last vacationand circle each pronoun you use. Photocopiable @ PearsonEducationAsia Limited2007 Boost!Writing2 At the Cireus SUBJECT Arts and Entertainment WRITINGSKITL Writing an introduction WRITING TASK Write about an excitingthing at the circus. Writing an introduction The intnoduction bodyand conclusion. In essaystheneanethneebasicpants:the intnoduction, stantsthe writingand tellsyouwhat the writing is about.lt can be one longsentenceon a shontpar^agraph. i l A goodintroductionshould . . . . attentionon your' Thiswillfocusthe neadens' expnessthe main ideaof the writingclear'ly. main ideaand helpthem undenstand the nestof yout'passage. nelatedto the main idea.lf it does,it will lackfocus not containideaswhichanenot dir^ectlv a n db e c o n f u s i n g . not be too general;other^wise, the neadenwill not knowexactlywhat he on she is goingto neadabout. not be too specific.Youshouldleavedetailsand examplesfonthe nestof your passage. Lookat the topic and the exampleintnoductions below: What do you like to see at the zoo and why? Good introduction: / like going to the zoo to see the monkeys. Theyare so funnyl Poor introduction [unrelated ideas]:/ /ikegoing to the zoo to eat popcorn, feed the birds and see the monkeys. Poon introduction [too generall:.Zoos are great p/aces. Poor introduction [too specificl: / like going to the zoo to see the monkeys. Theyare so funny because they act like people. For examp/e, they do tricks and p/ay games. 3 i I At the Cireus t*# What (an yori see at the c[reu*s? Siseussyaur answers. Readtf?epassegeand ehsosetlre best operrirngsemtence" clever' arereattY clowns r Some trlcKs' TheYcandoamazing CircusFun whocan tne' '' r* b:tt-l:tt-::11^t.tP't ftyingthrough , e sltlonsl twisttherrbodiesrntou n b e [ i e v a bP[ O to thecircuscanoea I Gorng fun andinteresttng rea[tY experlence' therearefire C Sometimes too' andrceskaters' breathers c r r uu d r u ' , % n d so t m u s l a d iaf n f ecreeankntt d T hi ce a r eanrded Youcanatsosee costumes' cotorful ,aop,"*.rring ' ' ' < e as n dd o i n g f u n n Yt r i c k s l clownsmakingsttly1ol .,.,,,.,,,,,,,,,,.,,,:w*uu-* ',r: l:al..rr::llll:lii.:a::;rll ,'.,,,:lll::,::.,,,:.|'ll:iilli .]. n I ' ].] ]i:]. ';:l]':l]:]]:. Rnswerthe questionand SEllowthe frnstruetion. Why is the introduction (opening sentence)you chose the q best woy to stort this possoge? I t s h o w ' s t h e m a i n i d e - aa n d " l h e t o p i c s e n t e n c""" es support ii. eiiiie i[iiop. ';;i;;.;;i';;i;5;fibh ' Y q Writing an introduction In essaysthere are thnee basic parts: the introduction,bodyand conclusionThe intnoduction stants the wnitingand tells us what the writing is about lt can be one long sentenceon a shor-t paragrapn /&" Q).* Choose the best introduction. What is your favorite circus oct ond why? Introduction: 'b : My fovorite circus oct is the flying trOpeze. The ocrobotsflying through the oir ore fontostic. Topicsentence1: First, I'm reolly into omozing stunts. Topicsentence2: Second,the fire breather is very brove ond skillful. My fovorite circus oct is the firebreothing performonce.It's amozing! Why do people enjoy going to the circus? Introduction: ,*Cl Topicsentence1: First, there ore mony different octs to see. Topicsentence2: Second,olmost everyone loves to wotch creotive performonces. I A Going to the circus con be very expensive! There ore clowns moking silly jokesond doing funny tricks. I think the circus is populor becousethere ore so mony amazing octs ond performonces. Readthe passageand ehoosethe best introduction. lntroduction: A r First,peoplehove o chonceto seeonimols. Moybe they hove never seentheseonimols before. Circusesoften hove big elephonts, fierce tigers, monkeys,horses,dogs,Iions ond even snokes. Second,the onimols ore reolly tolented.The elephontscon use their trunks to do tricks. The dogs con iump through hoops or wolk oround like people.The monkeys con be even funnier than the clowns! A Going to th e circus con be o reolly omo;ring experience becouseof lhe onimols there. The bestthi ngs obout going to the circus c re the clowns ond qcrobots. I think goir Lgto the circus is expensive. Listento the passaEeand take notes.Thenchoosethe best fu'ltroduction. Introduction: C Going to th e circus is o good woy to sperrd your birthdoy. Notes: ^ d* ryq!Fryk*, g*_*d*ar* qf,anim;a{* * tied up;:n***;rn'9m*ve - hurt,animalsio dotricks - circuseskeephurtinganimals - circueesexist becausepeoplekeeppayinq ./& ffi 1 Smoll onirn ols should not be tied up or r rode to do tricks. Lrrcusesore Docllor onrmOls ond we ore not helping onimols when we go to the circus. tlre staternents. Usethe introductionsyou choseto eonnplete The writer (Activity F) soysthot going to the circus canbe a rqal]lyamaVlngex?e4:enge becauseof the animalsthere. 2 However,the speoker(Activity G) soysthot circusescffs badfor 4ryryalsand we are not helpinganimalswhenwe g9,lo Lhe circus-. B Nome: Closs: Dote: Write a short introduction and two topic sentences. Who is the most interesting person ot the circus? Introduction: Topicsentence1: Topicsentence2: What is your fovorite kind of performonce qnd why? Introduction: Topicsentence1: Topicsentence2: Photocopiable @ PearsonEducationAsia Limited2007 BoostlWriting 2 ffi, Write a semtemceabs{rt eachpicture uslng the uvordsgive*r. 1 school / their bike / her theis ridingherbike. They-are s;tandjnginfro;ntof Lheiy school, movie / his They are watching a movie at,his house, -r0) J fother / he lsheyourfather?