Prepare for success at Cambridge English: First for Schools Writing EMC/8603/2Y09

Handout: Challenges in writing

Choose the three key issues your students face in the Cambridge English: First for

Schools Writing paper from the list below.

1) Learners don’t use full sentences with correct grammar and punctuation when

they write. They tend to write in note form or text speech.

2) Learners find it difficult to sequence their ideas logically. Teenage logic seems to

be different to that of adults. What is logical in English is not necessarily logical in

students’ L1.

3) Learners don’t read the question carefully enough and then write a ‘great’ answer

which is inappropriate, as it does not meet the task instructions.

4) Learners don’t think that they need to check their work once it is written and then

receive a lower grade than they expected as they did not correct their mistakes.

5) Learners don’t use a range of language (vocabulary and/or forms). They use their

favourite language or language they are sure of.

6) Learners don’t use the correct format for the text type they write.

7) Learners don’t link their ideas together with a variety of linking words.

8) Learners have poor handwriting which, at times, is impossible to read, while

some learners only use capital letters when they write.

9) Learners have poor time management and are unable to finish the second task.

10) Learners start writing their answers without planning.

11) Learners use a combination of US and UK English.

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Handout: Writing Part 1 sample task

Look at this Writing Part 1 sample task. Can you identify the target audience, style

and key points?

PREPARE FOR SUCCESS AT CAMBRIDGE ENGLISH: FIRST FOR SCHOOLS WRITING EMC/8603/2Y09 3

Handout: Writing Part 1 sample answers

Candidate A Did the candidate choose an appropriate style and include the four points in her

answer?

Candidate B Can you identify the main mistakes this candidate has made in his answer?

Hello Alex.

I’m exciting about this weekend. I think it’s a good idea go to the new

activity centre which has just opened near your house.

I prefer climing please. I don’t like mountain biking.

On Saturday if we are tired then I think we can stay in and do something.

See you on Friday.

Rob

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Classroom activity: Expanding dictation Timing 5–10 minutes Materials a set of sentence stems (see below) Rationale Candidates need practice expanding ideas. ‘Candidates who expand

on points generally score higher marks because they have demonstrated that they can produce a wider range of language.’ (Cambridge English: First for Schools Examination Report 2011)

Procedure 1. Before the activity, prepare a number of sentence stems to use in the dictation.

See below for ideas. 2. Dictate the first stem and ask students to write it down. They then have 1 minute

to expand the idea, e.g. continuing the sentence and/or adding one more. 3. Repeat this process for each stem. 4. Ask students to compare their expanded sentences in pairs or small groups. 5. Lead a whole group feedback session, reviewing the sentences for both content

and language.

Variations 1. The feedback criteria can vary depending on the focus the teacher wishes to give

the task. For example, students can be asked to concentrate on the use of varied tenses or a range of vocabulary. Use the assessment scales (Cambridge English: First for Schools handbook) for ideas of different aspects to tackle. It may be a good idea to familiarise your students with these scales, so they understand how their writing will be assessed. Once students are familiar with the activity, they can prepare their own stems and lead the activity.

2. Vary the activity by using ICT: • Make sure everyone has access to a blog. The teacher creates a blog entry

for each stem, and students then comment on each entry with their expanded sentences.

• The teacher sends an email or text to all the students with the stems in. Students then expand the sentences and reply to the email/text.

• Use a noticeboard website such as http://wallwisher.com. The teacher posts the stems and then the students can post their expanded sentences.

Example stems 1. I would prefer to go to the cinema because … 2. My brother can’t take me to the airport because … 3. I’d love to tell you something about my country. 4. On Saturday night I’d like to …

PREPARE FOR SUCCESS AT CAMBRIDGE ENGLISH: FIRST FOR SCHOOLS WRITING EMC/8603/2Y09 5

Classroom activity: Spellchecker Timing 5–10 minutes, plus preparation time

Materials text in the word-processing programme of choice (e.g. Microsoft Word)

with spelling mistakes

Rationale Using ICT is especially relevant to teenagers. This is one way to

heighten students’ awareness of what the spellchecker does, whilst

working on spelling.

Procedure 1. Before class, the teacher should prepare a short paragraph, misspelling

approximately one key word in every 15 words. Either publish the text on your

class blog or make sure that each student has access to a copy in, e.g. Word.

2. Make sure that the spellcheckers are turned off.

3. Ask students to work individually or in pairs to identify which words are

misspelled. Once they have decided which words are incorrect, they should turn

on the spellchecker to see if they were correct.

4. This activity can be done in class or for homework, though in both cases you will

need students to be honest!

Note: You may need to adjust the language settings of your word-processing programme

so that it recognises English spelling.

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Classroom activities

Classroom activity: I like that bit Timing varies, depending on the length of text; suggested time is 45 minutes

Materials original text on the class blog

Rationale This activity encourages learners to take pleasure in writing in English.

It provides practice using given sentences in a creative writing for

short story task in Part 2 of the Writing paper.

Procedure 1. Before the lesson, choose a text and put it on the class blog. The text could

be fact or fiction. It could be written by you or taken from a source of your choice.

It is best to choose a text related to the current topic being studied in class. Write

some simple comprehension questions about the text.

2. Ask students to read the text and answer the questions.

3. Review these questions as a group or allow students to self-correct by providing

the key.

4. Tell learners they will choose their favourite sentence from the text and write a

short story (120–180 words) which includes this sentence.

• Remind students/elicit that a good story needs a clear and coherent storyline.

Elicit other features of a good story, e.g. imaginative, engaging, as well as

linguistic features (see below)

• Encourage learners to plan their story

• Learners can post their stories to the blog. Encourage them to respond to

each others’ stories, and to suggest one area to improve, e.g. use of tenses,

linking words, etc.

5. If possible, encourage other learners of English to visit the website and read your

students’ stories.

Variations

• This activity can be done in class or for homework.

• It can be computer-based or paper-based.

• Step 2 can be eliminated.

• The text used does not have to be a story.

N.B. The full advice about short stories from the Cambridge English: First for Schools

handbook (section on task types in the Writing paper) states:

PREPARE FOR SUCCESS AT CAMBRIDGE ENGLISH: FIRST FOR SCHOOLS WRITING EMC/8603/2Y09 7

‘A short story is usually written for an English-language magazine or website for

teenagers. The main purpose is to engage the interest of the reader. Effective

answers have a clear storyline which links coherently to the prompt sentence and

demonstrates a sound grasp of narrative tenses.

‘In the short story, students should be aware of the importance of developing a clear

and coherent storyline from the prompt sentence. There is ample scope for

imagination in this task, and the use of interesting adjectives, adverbs and

expressions should be encouraged. Good use of linking words, particularly time

expressions, is also important in this task.’

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Classroom activity: Focus on the problems of texting and chatting Timing 10 minutes

Materials worksheet: Text messages; list of questions (see examples below)

Rationale Texting and chatting (online) are both real-time activities which have

more in common with speaking than writing. Learners familiar with

texting are often not used to editing their writing. They may also have

problems when it comes to planning, as they are used to writing their

replies as soon as they have read what the other person has written,

often adding more to their answers in subsequent messages or posts.

The use of informal language and abbreviations (text speech) is also

an issue, as students may not know what is acceptable/unacceptable

in writing. It can also cause problems with spelling, as learners are

used to spelling English as they hear it.

This activity encourages learners to think about the differences

between ‘text speak’ and correct written English. It also aims to raise

awareness of the need to plan answers for the Writing paper.

Procedure Part 1 – text speech 1. As a lead-in, find out how many of your students text or chat online in English.

2. Elicit some of the common abbreviations they have seen or that they use.

3. Give out worksheet: Text messages and ask students to ‘translate’ the text

messages into standard English (see key to worksheet, below). An alternative

activity would be to have students correct/translate a tapescript.

Key Worksheet: Text messages

1) See you tomorrow

2) See you later

3) Can you meet me at three?

4) As soon as possible

5) Love you/I love you

6) In my humble/honest opinion

7) By the way

8) thanks

9) laugh out loud/lots of love

10) great

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Part 2 – planning 1. Tell learners that you are going to do a rapid-fire writing activity in which they

must write the first answer they think of. Tell them to divide a piece of paper into three columns.

2. Dictate a question (see a list of examples, below), which the students write in column one. Allow them 20 seconds to write their answer in column two. Repeat this process with the remaining questions.

3. When all of the questions have been answered, allow students time to return to each question and write down three points that they would like to include in their answers. This information should be written in column three. At this point, the emphasis should be on content (rather than speed).

4. Finally, ask learners to number the points for each question in order of importance.

5. Feed back with the whole group. Discuss first the content of the activity, then raise awareness of the quality of their answers, comparing the first and second set of answers. Hopefully students will feel that when the focus was on planning, the content and quality of their ideas improved.

6. As a class, one of the questions can then be used to plan a longer piece of written work, similar to those that students need to write on the Cambridge English: First for Schools Writing paper. Start by generating ideas and writing them on the board. Then have students suggest ways these ideas could be organised into a coherent piece of text. This can then be set for homework.

Example questions: 1. If you could meet anyone in the world, who would it be and why? 2. What is your favourite day of the week and why? 3. Is summer better than winter? 4. Describe your perfect day.

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Worksheet: Text messages

Read the following text messages and abbreviations and write them out in standard

English.

1) C u 2morrow

2) C u l8r

3) Cn u meet @3?

4) ASAP

5) luv u

6) IMHO

7) BTW

8) thx

9) lol

10) gr8

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Classroom activity: Jigsaw reading Timing varies

Materials a jumbled text, with the paragraphs in the wrong order

Rationale This is a common activity that is useful for reviewing coherence and

paragraphing, and which works well as a computer-based activity.

Procedure 1. Before the lesson, choose an appropriate model text. For example, if the students

are studying essay-writing, then choose an essay. It should have a clear structure

with an introduction, development and conclusion. Post this text on the class blog

with the paragraphs in the wrong order.

2. Ask students to access the text on their computers and paste the paragraphs in

the correct order. They should be ready to explain their choices.

3. Review via a smart board (or OHP.)

4. Ask students to use the structure as a template for their own writing. For

example, if they have chosen an essay and have organised it into an introduction,

development and conclusion, then they use this as a plan for their essay.

Variations Different aspects that show how to link the paragraphs into a text can be highlighted

using this activity. For example, with one text students can work on sequencing ideas

in chronological order. With another text, the focus could be on referencing, with

students highlighting lexical referencing in yellow or pronouns with blue. The use of

linking words could be the objective with another text.

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