Extra practice You may like to dictate some additional sentences, and then get students to work individually, and check their coding in pairs. Suggestions and answers are below.
Answers
The menu in many hospitals does not have interesting meals. A good nurse understands the patients’ problems. A small number of patients do a lot of research on the internet. The best hospitals have menus for all diets.
C
Students study the pie chart and, in pairs or groups, draw conclusions, e.g., 29% of people think fast service is important. Illustrate that the noun phrase 29% of people is the subject of the sentence and that a subject can consist of more than one word – refer back to the Grammar for writing box if needed. Check conclusions in class. Ask any helpful questions to prompt them, e.g., What is the most important thing people want? Which is more important: fast service or trust?
D
Students work in groups of at least four and ask each other the questions from the survey. They take note of the answers given by their fellow students and collect them. Then they choose four of their (favourite) questions and turn them into pie charts. (Members of each group could use different questions to turn into pie charts, to visualize as much from the survey as they can.)
Answers Students’ own answers.
E
This activity practises turning information into long subjects and objects, in a basic SVO pattern. This is a vital writing skill at the sentence level.
Write the following sentence on the board: People prefer clear information. Explain the sentence is correct, but it is also boring and does not give much information. Adding extra information (in the subject or object) will make the sentences more interesting. For instance: 45% of the people in the survey prefer clear information from a doctor.
Students write sentences on the basis of their data. There are phrases to help them. Make sure students work a (long) subject, a verb and a (long) object into all or most of their sentences.
Answers Answers depend on students.
F
Students exchange their drafts with others, compare and make corrections if necessary. Show students how they should edit each others’ work. If necessary, elicit, agree and write a checklist on the board:
1. Read and check you can understand the sentences.
2. Circle any mistakes: grammar, spelling, punctuation, BUT don’t correct!
3. Add any other comments, e.g., handwriting, vocabulary, etc.
Monitor while students are editing to check it is being carried out correctly. However, it may take a few lessons before students understand how to do the editing effectively.
G
Students should now be looking at their own work, edited by another student. They should use the marking symbols provided by their partner to make corrections and then produce a final draft. Monitor to check students understand the task and give help where necessary. The final version can be done in class or for homework. The best examples could be displayed.
Over to you! For procedural notes and suggestions for how to use the ‘Over to you!’ section, see the Introduction, page 6.
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