students to predict which conversation will use more

formallanguage (that between Andy and Sarah's parents).

Students read the conversations and decide which of the
a1ternatives to choose for each gap. Do not check answers
5:
at this stage.

2 t
10 SB P 146 M:
Play the recording for students to listen to and check their
answers. Ask several students to predict how long Andy 4 Stud,
and Sarah will continue going out together and encourage be dc
them to give reasons for their predictions. wish
that1
1
5 Pairv
1a 3 a 4a
10 b
Conversation2
Test
lb 2a 3b 4b 5b 7b
10 a
M:

10
Conversation1
(5 = Sarah; A = Andy)
3 Groupwork. Students discuss the advice they would give
and then report back to the class on their conclusions.

5: 4 Pairwork. Give students plenty of time to choose their

situations and work out what they are going to say.
Encourage confident pairs to perform their conversations
S: for the class.

ponden (p 23)

Formal & informal letters

Closed books. Divide the board into two columns with the
headings 'Formal and 'Informal. Then brainstorm the
following questions: Who would you write a formalletter to?
A: Whatever. Who would you write an informalletter to? Write these
5: questions up on the board and then elicit some of the
A: conventions you would associate with each style (eg an
informalletter starts with Dear + first name, uses contractions,
ends Love + first name; an informalletter starts with Dear + title
and surname / Sir / Madam, doesn't use contractions, contains
more passive structures, ends Yours faithfully/sincerely).
1
2
Pairwork. Students discuss the questions.
.
Students read the letter. Elicit the answer to the question.

Conversation2

5: 3 Give students time to decide which of the informal

M&D: expressions can be used to replace the underlined words
and expressions in the letter. Check answers with the class,
then elicit answers to the final question.
M:

26 Family