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Get ready to readReal Reading TNotesDid you know…?
You could look at this section before starting the exercises.
A
Victims of crime
Elicit that a
victim of crime
is the person who suffers from the
crime.
1–2
When checking the answers, elicit from students that they
scanned the text in Exercise 1 and skimmed it in Exercise 2.
3
Get students to match the punctuation marks to their uses.
Remind students that writers are responsible for deciding
how to punctuate their writing. Colons and semi-colons are
fairly uncommon – and often only found in formal writing;
some writers would simply use a full stop instead. Point out
that double quotation marks (“…”) can also be used, but are
more common in US English than UK English. (This point is
also made in Unit 14 Section B
Did you know…?
)
4
Refer students to the
Learning tip
. Students work in pairs to
take turns to read out individual paragraphs and check each
other’s awareness of punctuation as an aid to better reading.
5
Ask students to work in pairs to complete this exercise. Check
the answers as a class.
6
Discuss these questions as a class.
Focus on … the passive
1
Get students to complete the sentences. After checking
the answers, ask students why the passive has been used
so much in this letter (the passive is often used in offi cial
documents; the focus is on the victim of the crime; the agent
of the verb is often unknown).
2
Get students to transform the sentences into the active form.
Elicit or explain that you would be more likely to use the
active form if you were Justyna and you were telling someone
what had happened.
PHOTOCOPIABLE
© Cambridge University Press 2008
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