Lesson Plan Writing Cambridge English [PDF]

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Cambridge English: Preliminary  Lesson Plan: Writing  This lesson plan accompanies Cambridge English: Preliminary 7 Writing Test 4 Parts 1, 2 and 3.  This lesson is suitable for students at the beginning, middle or towards the end of their Cambridge  English: Preliminary course.   This lesson is also suitable for any pre‐intermediate course in order to practice students’ writing  skills. 



Lesson Goals  1. 2. 3. 4.



To familiarise students with the task types of the PET writing examination To develop a better understanding of grammar transformation exercises To practice the use of some synonyms and antonyms To analyse the communicative effect of sample and student generated writing scripts Interaction 



Warmer 



Time  needed  5‐10 mins 







2 mins 



Ss‐Ss   then S‐T 



3 mins 



S‐T  then S‐S 



2 mins 



S‐S 



3 mins 



S‐S 



Activity (see brackets for resources required) 







Group students to discuss how long they should leave in order to complete the writing part of this paper, as well as in what order they would attempt the three parts if they were short of time. Round‐up by eliciting a few ideas and give them a time recommendation (about 45 mins). Brainstorm with your students some famous cities they would like to visit and write them on the board (i.e. Liverpool, Los Angeles, Rio, Tokyo, etc.). Tell them to imagine they are going to one of these cities and ask them to think about their visit in terms of an adjective to describe it, transport, where to stay and what they would do there. Pair them to discuss their ideas.



Part 1   Focus students’ attention on the example question and the words surrounding the gap in the second sentence. Pair students to discuss which words have been transformed (i.e. will be my first) and which words give a clue to the answer (I’ve……to, before).  Pair students to look at Q1, elicit the words to be transformed (i.e. is not as….as) and possible words that could fit between  ‘is….crowded, than’ (i.e. more, less). Give them the correct  answer.



Cambridge English Preliminary 7 Writing Test 4 Lesson Plan  © Cambridge University Press and UCLES 2017



Main activities (copies of Parts 1 and 2 for individuals, cut up copies of  sample answers on page 152/3 and Resource 1, cut up, for pairs)  Part 1   In their pairs, ask students to identify the words to be transformed in Q2 to Q5 (i.e. suggested, easy, teach, while). Briefly discuss the role of synonyms and antonyms in this exercise type.  Give them a time limit to do Q2 to Q5 before giving them the answers.  Part 2   Ask your students to individually read the instructions and underline the key words. Then pair them to discuss the following questions before eliciting the answers: o What must you do in this part? (Answer: Write about all three points ‐ what was bought, where they were bought, why they were needed) o How many words? (Answer: 35‐45) o How to start/finish the email? (Answer: Dear Alex, Best wishes X) o Formal or informal? (Answer: informal)  Make copies of sample answers A, B and C (pages 152/3), cut away the examiner comments and marks given. Give your students the three prepared samples. Pair them to discuss if each of these samples cover the points in the question. Elicit their ideas, before giving them the answer and mark awarded.  Pair students to discuss these three points in Part 2 with reference to the clothes they are wearing in class.  Give students a time limit and ask students to write an answer to Part 2. They could exchange papers when they have finished to check if they have covered the three bullet points.  Pair students and hand out a copy of Resource 1 that has been evenly cut up to each pair. Ask them to individually underline the key words in their slips before giving them a time limit to match the statements. Give them the answers. Extension activity (copies of Part 3 Q8 for individuals, cut up copies of  samples answers on pages 157‐159 for groups)  Part 3, Q8    Briefly brainstorm synonyms for ‘unusual’ and ‘request’ (i.e. not normal, question, etc.) and elicit what they have to do in Q8.   Make copies of pages 157, 158 and 159, cut away the scales, marks and comments section. Group your students and ask them to identify the unusual request. Elicit an answer for each sample.  Still in their groups, ask your students to brainstorm any other



Cambridge English Preliminary 7 Writing Test 4 Lesson Plan  © Cambridge University Press and UCLES 2017



30‐35 mins 



2 mins 



S‐S  then S‐T 



5 mins 



S then  T‐S 



3 mins 



S  then S‐S  then S‐T 



5 mins 



S‐S  then S‐T  then T‐S 



3 mins 



S‐S 



 10 mins 



S‐T  then S‐S 



7 mins 



S  then S‐S  then S‐T 



15 mins 



1 min 



S‐T 



2 mins 



Ss‐Ss 



2mins 



Ss‐Ss 



    ideas that would be appropriate to answer this question.  Ask students to individually write an answer in a time limit, then  group students to tell each other their unusual request    Optional activities (Part 3 Q7 for individuals, pictures of different  dwellings for groups)  



  Part 3, Q7     Brainstorm different types of accommodation on the board (i.e.  high‐rise, houseboat, country house, town house, etc.). Put your  students into groups of four and give each group a picture of a  type of accommodation. Write up these questions on the board:   o What is it like to live there?   o Where would you like to live?    o Is it noisy or quiet, Why?   Ask them to discuss these questions with reference to their  picture. Regroup your students to retell their group discussion.   Ask your students to write an answer to Q7 within a given time  limit.   After they have finished, ask students to exchange their answers  with a partner and decide if their partner has answered the  questions previously written on the board.                             



Cambridge English Preliminary 7 Writing Test 4 Lesson Plan  © Cambridge University Press and UCLES 2017 



  10mins 



15 mins 



  S  then Ss‐Ss   



    4 mins               



    Ss‐Ss               



 



 



9 mins    2 mins 



S    S‐S 



   



Resource 1  Cut up the table below, pair your students, distribute the slips of paper evenly and ask them to  underline the key words. They can then match the statements within a time limit. 



  I’ve been in town for four days      I’ve never been to New York      I bought my watch online      It was so warm in the hotel      It was easy to understand    Would you like some tea?    The game was really exciting      I learnt a lot in the museum    



I arrived here four days ago 



This is my first time here 



It was bought on the internet 



It was too hot to sleep at the hotel 



It wasn’t too difficult to work out     Do you want a cup of tea?    It was boring. I fell asleep.  The visit to the museum taught me  a lot 



I borrowed some money from a  friend 



  Julie lent me some cash   



  While I was there, I was always  hungry   



During my stay, I couldn’t find  anything to eat I liked 



 



Cambridge English Preliminary 7 Writing Test 4 Lesson Plan  © Cambridge University Press and UCLES 2017 



Writing



WRITING Part 1 Questions 1–5 Here are some sentences about a trip to the city of Florence in Italy. For each question, complete the second sentence so that it means the same as the first. Use no more than three words. Write only the missing words on your answer sheet. You may use this page for any rough work. Example: 0



This will be my first visit to Florence. I’ve 



Answer:



1



 to Florence before. 0



never been



Florence is not as crowded in winter as it is in summer. Florence is 



2



 crowded in winter than in summer.



John suggested taking a taxi to the hotel. John said, ‘If I were you, 



3



 take a taxi to the hotel.’



Florence is a very easy city to walk around. It is not very 



4



A city like Florence can teach you a lot. You can 



5



 to walk around Florence.



 a lot in a city like Florence.



I will probably visit some museums while I’m in Florence. I will probably visit some museums 



 my stay in Florence.



83 © Cambridge University Press 2012



Test 4



Part 2 Question 6 You have just bought some new clothes. Write an email to your friend, Alex. In your email, you should



• tell Alex what clothes you have bought • say where you bought the clothes from • explain why you needed to buy these clothes. Write 35–45 words on your answer sheet.



84 © Cambridge University Press 2012



Writing



Part 3 Write an answer to one of the questions (7 or 8) in this part. Write your answer in about 100 words on your answer sheet. Tick the box (Question 7 or Question 8) on your answer sheet to show which question you have answered.



Question 7



• This is part of a letter you receive from your English penfriend.



• Now write a letter, answering your penfriend’s questions. • Write your letter in about 100 words on your answer sheet.



Question 8



• Your English teacher has asked you to write a story. • This is the title for your story:



An unusual request • Write your story in about 100 words on your answer sheet.



85 © Cambridge University Press 2012



Test 4



Test 4 PAPER 1



READING AND WRITING



READING Part 1 1 C



2 C



3 A



4 A



5 B



Part 2 6 F 7 C



8 H



9 D



10 B



Part 3 11 B



12 A



13 B



14 B



15 A



Part 4 21 C



22 C



23 B



24 A



25 D



Part 5 26 D



27 B



28 B



29 A



30 C



16 B



17 B



18 A



19 A



20 A



31 D



32 A



33 D



34 C



35 B



WRITING Part 1 1 less 2 I would/I’d 3 difficult/hard (at all) 4 learn/find out/discover/teach yourself/be taught 5 during Part 2 Task-specific Mark Scheme The content elements that need to be covered are: i information about what new clothes candidate bought ii reference to where candidate bought clothes iii reason why candidate needed to buy these clothes. The following sample answers can be used as a guide when marking.



151 © Cambridge University Press 2012



Key



SAMPLE A (Test 4, Question 6: Email to a friend)



Hi Alex! Guess what? I went shopping last weekend! I went with Claire to Walmart because next Friday I’m having my first job interview. She help to choose what kind of trousers or skirts I could wear and also I bought a white blouse. See you soon Cristina Examiner Comments All three parts of the message are clearly communicated. Mark: 5



SAMPLE B (Test 4, Question 6: Email to a friend)



Dear Alex Today I’m very happy because I bought some new clothes In fact I went out and I went to the city center this morning I bought a shoes that I’ll dress tomorrow, and I bought something for you What about do you come me so you can take the surprace? love Eva Examiner Comments Points 1 and 2 are communicated, but point 3 has not been attempted. Mark: 3



152 © Cambridge University Press 2012



Test 4



SAMPLE C (Test 4, Question 6: Email to a friend)



Alex Hello I am Julieta, can you tell me, yesterday I was see you, and I could see a T-shirt, and where are you bought the clothes from? because tomorrow is the birthday of Sergio, I need buy him gif, what clothes I can buy? bye Julieta Examiner Comments Only the third point has been communicated, although the second point has been attempted. Mark: 2



153 © Cambridge University Press 2012



Key



SAMPLE D (Test 4, Question 7: Letter to a friend)



Hi John, I don’t mind crowded place because I like to be in a crowd. My home is in a quite street near Tooting Broadway station and even if it is little busy, my street isn’t. In there live a lot of people but almost of them move by tube so there isn’t so much trafic on roads. The only problem is that Clapham is on the way to go home and it is very busy so, it takes too long to go home from the city center. If I were able to move I would live in Stockwell because it’s quite near to the city center. It is also a good place without too many social problems and I’d like to live there, it’s confortable for me. See you soon, Michael Scales



Mark



Content



5



Communicative Achievement



5



Organisation



5



Commentary All content is relevant to the task and appropriately expanded. The target reader is fully informed. The letter holds the reader’s attention throughout, using the appropriate register and format for the task. The text is well-organised and coherent, using a reasonable variety of linking words (because; and; so) and cohesive devices (almost of them; The only problem is that; it’s quite near to the city center; I’d like to live there). Use of paragraphing is appropriate and there is good internal cohesion within and across long sentences. A range of everyday and some less common (crowded; social problems) vocabulary are used appropriately. There are several spelling errors, but they do not impede communication.



Language



4



A range of simple grammatical forms is used with reasonable control. There is also some evidence of more complex grammatical forms (e.g. use of the second conditional at the end of the second paragraph). Some non-impeding errors of structure and vocabulary are present (My home is in a quite street; In there live a lot of people; almost of them move by tube; it’s confortable for me).



154 © Cambridge University Press 2012



Test 4



SAMPLE E (Test 4, Question 7: Letter to a friend)



Hi! In my case, I live in a very quiet street, there is sometimes a little bit of noise at the weekends, but it’s okay. In my street and around my place aren’t live too many people so for that reason is quiet. That thing changes if you go to the city centre all busy, a lot of people and too much traffic. Anyway I like to live in places not busy and not loudly. If I had the option to move I would like to move in a very quiet place in a mountainous place. For example, the north of Spain will be a fantastic place for me to live in. Antonio Scales



Mark



Commentary



Content



5



Communicative Achievement



5



A consistently appropriate informal register and format are used. The letter holds the reader’s attention and ideas are communicated effectively.



Organisation



4



The text is coherent and generally well-organised, using a reasonable range of linking words (but; so; for example) and cohesive devices (there is sometimes a little bit of noise ... but it’s okay; so for that reason; Anyway).



All content is relevant and expanded appropriately. The target reader is fully informed.



A range of everyday vocabulary is used appropriately, with limited examples of more complex lexis (mountainous; the option to move).



Language



4



Simple grammatical forms are used with reasonable control, although there are instances of poor control at sentence level (In my street ... aren’t live too many people; if you go to the city centre all busy; for that reason is quiet; I like to live in places not busy and not loudly). There is some evidence of more complex grammatical forms (If I had the option to move I would like to move; The north of Spain will be a fantastic place for me to live in). Some non-impeding errors are present.



155 © Cambridge University Press 2012



Key



SAMPLE F (Test 4, Question 7: Letter to a friend)



My name Mazhar I leave in London near Oxford Street this street so buisy and noisy. I can’t sleep at night I want to chang my flat to sababce. I work very hard and keep my money to change I wan to buy detachet house with little, garden that this house incleud indopool, five bedroons, two tolites, one kichen, siting-room and one big sport hole. I like do sport every morning. Scales



Mark



Commentary



Content



4



The task is addressed and the target reader is informed, although there is limited expansion.



Communicative Achievement



3



Straightforward ideas are communicated. Register is appropriate but there is no attempt at a letter format. The reader has to work hard to follow the message at times, for example in the third long sentence.



1



The text is connected using only a very limited range of basic linking words and cohesive devices (and; this street). There is a lack of control of punctuation, for example in the sentence beginning I work very hard, which causes confusion for the target reader.



Organisation



Everyday vocabulary is used with frequent errors of spelling, some of which distract and may impede communication at times (leave in London; buisy; sababce; tolites; sport hole). Language



2



Simple grammatical forms, limited to the present tense, are used with some degree of control. A number of errors are present, but meaning can largely be determined.



156 © Cambridge University Press 2012



Test 4



SAMPLE G (Test 4, Question 8: Story)



AN UNUSUAL REQUEST I was in my bedroom when I saw something out of the window. I was sure I saw something black so I went close to the window just to have a look outside. I didn’t see anything so I came back to my bed and I started again to read a book. My mother came into my room just to ask me if I had seen something arownd the house. When she left my room I heard a voice from the window asking me if I wanted a mouse to eat. It was so unusual because the speaker was a black cat. Scales



Mark



Content



5



Communicative Achievement



5



Organisation



5



Commentary The story is clearly related to the title. The target reader would be fully informed. The story flows well and holds the reader’s attention throughout, using a consistently appropriate register and format. The text is well-organised and coherent. There is effective use of linking words (when; so; because) and cohesive devices (My mother came into my room just to ask me; When she left my room I heard a voice ... asking me if I wanted a mouse to eat. It was so unusual because the speaker was a black cat). There is good cohesion within and across sentences and effective use of paragraphing. A range of everyday lexis is used appropriately, with some evidence of more complex vocabulary (something black; have a look outside).



Language



5



Simple and some complex grammatical forms (to ask me if I had seen; I heard a voice ... asking me if I wanted a mouse to eat) are used with good control. Errors are minimal and do not impede communication.



157 © Cambridge University Press 2012



Key



SAMPLE H (Test 4, Question 8: Story)



AN UNUSUAL REQUEST Yesterday I was walking on the street, as Tom, my best friend, asked me: “Do you have 100 dollars?” I was really surprised. He never asked me moneys! “Why do you need them?” I asked. “That’s not important!” he answered me. I never saw him so serious. Fortunately I had this moneys, and I gave them to him. As I put them in his hands, he runned away as fast as he could, but I followed him. He arrived in a dark street, where a man was waiting for him. My best friend was taking drugs, and I had to help him. Scales



Mark



Commentary



Content



5



The story is clearly linked to the title and the target reader is fully informed.



Communicative Achievement



5



The story flows well and holds the reader’s attention right to the end. Register and format are appropriate.



Organisation



5



The text is generally well-organised and coherent, using some linking words (and; but) and a good range of cohesive devices (I was walking on the street, as Tom, my best friend, asked me; Fortunately, I had this moneys, and I gave them to him; As I put them in his hands, he runned away . . . but I followed him; a dark street, where a man was waiting). Although there is limited paragraphing, internal cohesion is good.



Language



4



A range of everyday vocabulary is used appropriately. A range of simple grammatical forms are used with a good degree of control. There is some evidence of more complex structures in the second half of the story (from As I put them in his hands ... ) Some errors are present, mainly with uncountable forms and tenses (He never asked me moneys!; I never saw him so serious; ‘he runned away) but they do not impede communication.



158 © Cambridge University Press 2012



Test 4



SAMPLE I (Test 4, Question 8: Story)



AN UNUSUAL REQUEST I’m staing in the park whit Amy, my best friend and we taking to her boyfriend; often, my friend Amy talk about he. I think that she loved so mach this boy; but, at the moment he are studing in England. While I and Amy are walking she say me to meet her boyfriend Mark when he retourn. I think now that it is an unusual request. Scales



Content



Mark



4



Commentary The candidate has made a clear attempt at linking the story to the title, but the text is not fully developed. The target reader is informed. However, more information is needed to fully understand the story. Register and format are appropriate.



Communicative Achievement



2



Organisation



3



Ideas are communicated, but the target reader has to work hard at times to follow the storyline, due to the number of errors (we taking to her boyfriend). The text is connected and coherent, using basic linking words (and; often; but; when) and some cohesive devices (this boy; at the moment; While I and Amy are walking; when he retourn). In general, everyday vocabulary is used appropriately, but there are a number of distracting spelling errors (staing; whit; taking to her boyfriend; mach).



Language



2



Simple grammatical forms are used with some degree of control. A number of errors are present, particularly with tenses and verb forms, but meaning can still be determined (Amy talk about he; she loved so mach this boy; he are studing in England).



159 © Cambridge University Press 2012