Teacher's Notes 1 Thank-you letters ‘Type of activity audience and context: guessing/matching Functions practised expressing thanks giving reasons Useful language Fm writing to thank you for... ; Thank you so much for Irons very thoughtflikindl generous of you to i will be very useful: Irs beautifullloely/gorgeous, et Lexical areas adjectives for describing objects; (corn adjectives for describing personality, adjectives for expressing approbation (wonderful, fantastic, ‘marvellous, ee) How to use the activity Copy and cut up the pictures, so that there is one for each student in the class. (If you prefer, you could make your own collection, using advertisements and magazine pictures.) Give out the pictures, one to each student, and tell them not to show their picture to anyone else Try to ensure that they each get particularly inappropriate pictures. Tell them that yesterday was theirbirthday, and they received this present from anold aunt. They should write a thank-you letter to the aunt for the present, saying as politely as possible how lovely/usefulinteresting the objectis, but without mentioning what itis. When they have finished, collect the lettersand redistribute them, asking the students to guess what the objectisin the letter they receive Alternatively, you could read out the letters and ask the classasa whole to guess, or pin the letters up around the classroom and ask the students to walk round, reading the letters and making a list of the presents. 2 Job Applications ‘Type of activity creative gap: lucky dip ‘audience and context: exchange and reply Functions practised describing abilities and talents. describing duties and conditions of work Useful language must; be able should, ought to; will Lexical areas abilities, skills duties; adjectives for describing character How to use the activity Make one copy of the Situations vacant sheet for each student and enough copies of the Job cards for there to be one card for each student Cut up the Job cards and put them in a hat or bag, Give out the Situations vacant sheet and ask search questions, eg What company will employ you if you enjoy travel and speak French and German? What job offers a competitive salary and four weeks holiday? Ifyouare an enthusiastic person with personality and drive, where could you apply? Where must you be confident at dealing with the public? Where must you be literate, numerate and personable? Who is looking for a reliable mature person? Where will you be expected to work as part of a team? Where is experience not as important asa reliable, cheerful disposition? What kind of person should you be if you want to work for Mr Legge? Who wants people who can work under pressure? You can do this either orally with the whole class, by asking the questions yourself and seeing who can, answer first, or by copying the questions for the students (or putting them on an overhead projector) and letting them work individually within a time limit. Either way, the object of the exercise is a) to encourage the students to scan for particular information as opposed to reading the text word by word, and_b) to highlight certain expressions used in description of personal qualities and conditions of Then pass round the hat/bag with the Job cards. Each student should take a card and writea Situations vacant advert for that job, stating what the job involves and what kind of person they are looking for. When students have finished, pin the adverts on the board or around the classroom. Students should. look at the adverts, pick a job they are interested in, and write a letter of application, stating relevant experience and personal qualities.Soa aia aa a’