First for Schools Writing Paper: Overview – teacher’s notesDescriptionStudents take part in a milling activity to find information about Paper 2 (the Writing Paper)and fill in a table.Time required: 20 minutesMaterialsrequired: Student’s Worksheet 1 (one copy for each student) Student’s Worksheet 2 (copied and cut up – see Procedure below)Aims: to introduce students to the requirements of the First for SchoolsWriting PaperProcedure1. Before this activity, make enough copies of Student’s Worksheet 2 for students tobe able to read the information easily. Cut the copies into 3 boxes. Stick or pin theboxes on the classroom walls.2. Divide the class into two groups, and divide the board into two halves. Ask for onevolunteer from each group to come up to write on the board. Ask group 1 to call outthe different things they have to write for their school work, in their own language orin English (for example, essays, recounts of experiments, etc). Ask group 2 to call outthe different things they write at home or for activities out of school, in their ownlanguage or in English (for example, emails, notes, etc). As they call out their ideas,the students at the board should write them down. Allow about 2 minutes for this.3. Go through some of the ideas that students have given and elicit which ones theyenjoy most. Establish as well some of the different people they write to. If possible,highlight a range of different text types and registers.4. Elicit what kind of texts students think they may have to write in the First for SchoolsWriting paper, Paper 2.5. Tell the students that they are going to read some information about the WritingPaper of First for Schools, Paper 2. This information is in three parts, on the walls ofthe classroom.6. Put students into groups of 3. Give out Student’s Worksheet 1. Explain thatstudents must use the information in the paragraphs on the walls to fill in the missinginformation in the table. Label each student in the groups A, B or C. One of thestudents (e.g. A) gets up and finds the relevant text (i.e. A). Only they can read thistext, and they cannot take the text off the wall or call out answers across theclassroom. They should find the relevant missing information, go back to their groupand tell one of the other students what to write in the table. (Students can be either areader or a writer at any one time: they cannot read a text, sit down and write theinformation themselves.) Repeat with the other texts (the texts can be read in anyorder).© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Overview – teacher’s notes www.teachers.cambridgeesol.orgPage 1 of 67. When the first group finishes, they should call out ‘Stop!’ Check answers with thewhole class (see Key below).8. Discuss students’ reactions to what they have found out about the Writing paper: Which part of the Writing Paper will you find easier: Part 1 or Part 2? Which kinds of text will you find easy/difficult to write? What do you think will be most difficult about the Writing Paper? How can you improve your writing in English? (Point out that writing skillscan benefit from both reading and writing as much as possible in English.Contributing to a forum or a social networking websites in English can help asmuch as writing essays for the teacher.)Additional information

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Set text question (Part 2, question 5)• This is based on a book, but students can also answer this question if they haveseen the film but not read the book.• Although it is not obligatory for students to study the book or watch the film in class, itis important for them to know that they are expected to base their answer on theactual book or film. If they attempt the question with no knowledge of the book or thefilm, they may write answers which are not relevant, and therefore lose marks.The assessment criteria are as follows:General Impression Mark Scheme• *Candidates who do not address all the content points will be penalised for dealinginadequately with the requirements of the task.• Candidates who fully satisfy the Band 3 descriptor will demonstrate an adequateperformance in writing at Cambridge English: First for Schools level.Band 5For a Band 5 to be awarded, the candidate’s writing fully achieves the desired effect on thetarget reader. All the content points required in the task are included* and expandedappropriately.Ideas are organised effectively, with the use of a variety of linking devices and a wide rangeof structure and vocabulary. The language is well developed, and any errors that do occurare minimal and perhaps due to ambitious attempts at more complex language. Register andformat which is consistently appropriate to the purpose of the task and the audience is used.Band 4For a Band 4 to be awarded, the candidate’s writing achieves the desired effect on the targetreader. All the content points required in the task are included*. Ideas are clearly organised,with the use of suitable linking devices and a good range of structure and vocabulary.Generally, the language is accurate, and any errors that do occur are mainly due to attempts© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Overview – teacher’s notes www.teachers.cambridgeesol.orgPage 2 of 6at more complex language. Register and format which is, on the whole, appropriate to thepurpose of the task and the audience is used.Band 3For a B and 3 to be awarded, the candidate’s writing, on the whole, achieves the desiredeffect on the target reader. All the content points required in the task are included*. Ideas areorganised adequately, with the use of simple linking devices and an adequate range ofstructure and vocabulary. A number of errors may be present, but they do not impedecommunication. A reasonable, if not always successful, attempt is made at register andformat which is appropriate to the purpose of the task and the audience.Band 2For a Band 2 to be awarded, the candidate’s writing does not clearly communicate themessage to the target reader. Some content points required in the task are inadequatelycovered or omitted, and/or there is some irrelevant material. Ideas are inadequatelyorganised, linking devices are rarely used, and the range of structure and vocabulary islimited. Errors distract the reader and may obscure communication at times. Attempts atappropriate register and format are unsuccessful or inconsistent.Band 1For a Band 1 to be awarded, the candidate’s writing has a very negative effect on the targetreader. There is notable omission of content points and/or considerable irrelevance, possiblydue to misinterpretation of the task. There is a lack of organisation or linking devices, andthere is little evidence of language control. The range of structure and vocabulary is narrow,and frequent errors obscure communication. There is little or no awareness of appropriateregister and format.Band 0For a Band zero to be awarded, there is either too little language for assessment or the

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candidate’s writing is totally irrelevant or totally illegible• There is also a Task Specific Mark Scheme, which is different for each task, usedby markers in conjunction with the General Impression Mark Scheme.• For more information on assessment criteria, see the First for Schools handbookpp.19–20.• Students will look at the sample Writing Paper in the classroom activities for Parts 1and 2.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Overview – teacher’s notes www.teachers.cambridgeesol.orgPage 3 of 6

First for Schools Writing Paper: Overview – answer keysKey to Student’s Worksheet 1Part 1 Part 21 How many questions do you have toanswer?One One2 How many questions can you choosefrom?One – this is thecompulsory task4 – question 5 is the settext question3 What type of text should you write? Letter or email Article, essay, letter,report, review or story(Questions 2-4),Article, essay, letter,report or review(Question 5)4 How many words should you write? 120–150 words 120–180 words5 Is there any extra information, apartfrom the question, to help you write youranswer?Yes – You will begiven someinformation (usuallyan email or letter andsome notes). Youmust include all thepoints suggested bythe notes in youranswer, and expandthem with relevantideas andinformation.Yes – You are toldwhat to write (article /story / review, etc.) andgiven a topic to writeabout and somequestions to answer.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Overview – answer keys www.teachers.cambridgeesol.orgPage 4 of 6

First for Schools Writing Paper: Overview – Student’s Worksheet 13

Part 1 Part 21 How many questionsdo you have toanswer?One ___________2 How many questionscan you choose from?One – this is the_____________ task________ – question 5 is thebook/film question3 What type of textshould you write?Letter or ________ Article, _______ letter, report,review or (Questions 2-4),Article, essay, letter, report orreview (Question_______)4 How many wordsshould you write?120 –_______ words 120 – _____ words5 Is there any extrainformation, apart fromthe question, to helpyou write your answer?______– You will be givensome information (usually anemail or letter and some notes).You must include all the pointssuggested by the notes in youranswer, and expand them withrelevant ideas and information.______– You are told what towrite (article / story / review,etc.) and given a topic to writeabout and some questions toanswer.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Overview – Student’s Worksheet 1 www.teachers.cambridgeesol.orgPage 5 of 6

First for Schools Writing Paper: Overview – Student’s Worksheet 2AIn the Writing Paper (Paper 2), you have write two pieces ofwork.In Part 1, there is a task you have to do – either a letter or anemail – and in Part 2 you have to answer one question from achoice of four (questions 2–5).BIn Part 1, you should write between 120 and 150 words.In Part 2, you should write between 120 and 180 words.

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For Part 1 you are given information of up to 160 words onthe question paper – often an email with notes or a letter withnotes.CThere is less information given for the Part 2 questions.For questions 2–4, you have to write an article, essay, letter,report, review or story.If you have studied one of the titles in class for Question 5,then you can choose to answer this question. You may haveto write an essay, letter, article, review or report.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Overview – Student’s Worksheet 2 www.teachers.cambridgeesol.orgPage 6 of 6

First for Schools Writing Paper: Part 2 – teacher’s notesDescriptionStudents do a matching activity to help identify different task types. They then look at asample paper and find out more about some of the text types they could be asked toproduce in Part 2. They focus on how to write one of the task types, the story.Time required: 50 minutesMaterialsrequired: Student’s Worksheet 1 (copies and cut into strips) Student’s Worksheet 2 (one copy for each student) Student’s Worksheet 3 (one copy for each student) Sample Tasks (one copy for each student)Aims: to familiarise the students with what they are expected to write inPart 2 of Paper 2Procedure1. Before the class, copy Student’s Worksheet 1 and cut it into strips so that eachstudent has one slip of paper.2. Tell the students that there are six different task types they may be expected toproduce in Part 2, and that you are going to look at them briefly in this activity.Remind or tell them that they only have to write one task in Part 2, and that they canchoose one out of questions 2–4, or a set text question.3. If there are more than twelve students, divide the students into two or three groupswhich will mingle in different areas of the classroom and distribute the strips fromStudent’s Worksheet 1 evenly between the students. Some students may have tohave more than one strip and find more than one partner.4. Students either have the name of a text type, or an example of a text. They have tofind a partner with whom they can match the extract with the text type. They are alltask types candidates may be required to write in Part 2 of the First for SchoolsWriting paper.5. When they have found their partner(s), in their groups students lay out the strips soeach task type matches an example, and:• agree as a group that each pairing is correct• decide what the task for each text is (e.g. a review of a film, a letter of adviceto a friend about going on a trip)6. Feed back some ideas with the whole class (see Key below). If appropriate, drawattention to features of the text which give you information about the target reader

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(audience) of the text.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Part 2 – teacher’s notes www.teachers.cambridgeesol.orgPage 1 of 106. Give students a copy of Student’s Worksheet 2, which has three example answersto questions taken from a First for Schools Writing paper. Ask students to work inpairs and identify what type of task each one is (A: article, B: story, C: essay).7. Elicit from students which text they think would get the highest mark. Explain that Awas awarded a mark in Band 4, B a mark in Band 5, and C a mark in Band 2. Pointout that there are mistakes in these scripts, and that even Band 5 answers are noterror free or perfect. For comments on these scripts, see the First for Schoolshandbook pp.22 – 24.8. Ask the students to decide in pairs what the question might have been for theexample answers A, B and C. Give out the Sample Tasks so students can see theoriginal questions (A: question 2, B: question 3, C: question 4).9. Refer students to example answer B on Student’s Worksheet 2, which wasawarded a mark in the top band, 5. Elicit ideas about what makes this a good story.Accept all answers at this stage.10. Discuss with students:• Would you choose to write a story in the exam?• Why/why not?Point out/elicit that:• they may be asked to write a short story for a teenage magazine.• the main reason for writing would be to get the interest of the reader.• when writing a story, you have to find inspiration and details to make yourstory colourful and interesting for the reader.12. Give out Student’s Worksheet 3 and ask students to complete it in pairs. When theyhave finished, elicit feedback from the whole class (see Key below).13. Discuss together whether the example answer B does what is suggested on theworksheet. Ask students in pairs to underline examples of linking words, narrativetenses and descriptive adjectives and adverbs. Feed back together (see Key below).14. Answer any other questions about Part 2 of the Writing paper, and explain that youwill look in detail at all the different task types during the course.Additional information• For more information about assessment criteria, see the First for Schools handbookpp.19–20, or the Teaching Resources activity First for Schools Writing PaperOverview.• For more information on the set text questions, see the First for Schools Handbookpp.14–16, or the Teaching Resources activity First for Schools Writing PaperOverview.• Reading one of the books for the set text in class increases students’ options in theWriting paper. It’s also possible to use the film version of the set texts, if this ispreferred. If you are not studying one of the titles, make sure the students know ifthey choose question 5, they should know the book or the film as they must refer to it© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Part 2 – teacher’s notes www.teachers.cambridgeesol.orgPage 2 of 10in their answer. They might know it in their own language, which is fine, but they mustknow something about it in order to write a relevant answer.Suggested follow-up activities1. Students answer one of the questions from the Sample Tasks for homework. Theycould write their own, different story for Question 3 if they like.2. Students will need guidance on how to plan the different types of writing task, anduseful language for each, e.g. narrative tenses for stories, linkers, etc. During the

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course, students will need plenty of practise in planning and writing the different texttypes. Some of this work can be started in class (e.g. brainstorming ideas, planningwhich points to make) and completed for homework.3. Give students practice during the course in planning and write all the different texttypes required in the First for Schools Writing paper.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Part 2 – teacher’s notes www.teachers.cambridgeesol.orgPage 3 of 10

First for Schools Writing Paper: Part 2 – answer keyKey to Procedure stepsStep 6• agree as a group that each pairing is correct (see Student’s Worksheet 1 forcorrect pairs)• task for each text (possible answers)article for a magazine or school newsletter about food in your country, orcomparing the food of your country with othersletter advice to a friend about going on a trip, changing course, etcreview film review, e.g. a comedy, animation, etcstory e.g. Write a story for your teacher which begins “Peter neverimagined that a game of football could turn out the way it did.”report for the principal of a school/college about a website intended topromote the school, support students, etcessay e.g. set by a teacher: “Answer this question: Are children allowed touse too much technology nowadays?”Step 13Examples of expanded sentences in italics; linking words in bold; variety of tenses andadjectives/adverbs underlinedAt last the weekend had arrived and Anna was both nervous and excited. She was on herway to the USA for the first time ever after winning a study trip to find out aboutAmerican culture and represent her country.She took off at eight and by the time the plane landed, Anna was absolutely exhausted.Luckily the family that was going to take care of her was waiting at the airport so she gotto bed straightaway.The next day the family took Anna to watch her favourite film. Although it was in Englishshe understood almost everything because she had been studying English for ages. As theywere leaving the cinema, guess what? Anna saw her favourite film star. She was thrilled! Hesmiled shyly at her –she was sure he did! – as she managed to take a picture of him totreasure forever.Back home she told everyone about her adventure and showed the picture to the film starsmany fans there. They were amazed and just couldn’t believe Anna’s luck!© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Part 2 – answer key www.teachers.cambridgeesol.orgPage 4 of 10Key to Student’s Worksheet 31 beginning2 middle3 end4 before5 paragraphs6 prompt sentence7 linking words and phrases8 verb tenses9 put the events in a story in order10 adjectives and adverbs© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further

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information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Part 2 – answer key www.teachers.cambridgeesol.orgPage 5 of 10

First for Schools Writing Paper: Part 2 – Student’s Worksheet 1ArticleMost people will probably agree with me that the food inour country is the best in the world! Personally, I thinkthis is because we appreciate the importance of eatingwell, and many people enjoy cooking. My favourite dishis...

LetterIf your parents don’t think this is a good idea, maybe youcould ask your brother to help you to change their minds.I remember you told me that he did the same thinghimself four years ago. Why don’t you...

Review I think that people of all ages would enjoy this film, and Iwould recommend it for a fun family trip to the cinema.

Story Peter ran down the hill as fast as he could, trying to catchthe football before it went into the river. Suddenly, ...

ReportThe new website should be appealing to young people,and include information on courses, study skills andcollege clubs.

EssayIn my opinion, very young children should not be givenmobile phones because they are too immature to usethem responsibly. However, ...© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Part 2 – Student’s Worksheet 1 www.teachers.cambridgeesol.orgPage 6 of 10

First for Schools Writing Paper: Part 2 – Student’s Worksheet 2AThe computer – a must haveNowadays teenagers need to be in contact all the time and the best thing that coversthat is a computer.Internet offers a variety of web pages and systems that allow you to talk to manyfriends at the same moment. Actually there are many popular websites where you canupload videos, photos and say what you think of anything you want to.Almost there are lots of web pages that you can use for finding information, playing orstudying. The dream of doing the homework quickly and without any effort can cometrue if you surf the internet for a while.Another reality is being made from the connection between computers. You can’t be outof this if you mind having lots of friends and keeping in touch with them at any place.BAt last the weekend had arrived and Anna was both nervous and excited. She was on herway to the USA for the first time ever after winning a study trip to find out aboutAmerican culture and represent her country.She took off at eight and by the time the plane landed, Anna was absolutely exhausted.Luckily the family that was going to take care of her was waiting at the airport so shegot to bed straightaway.The next day the family took Anna to watch her favourite film. Although it was inEnglish she understood almost everything because she had been studying English forages. As they were leaving the cinema, guess what? Anna saw her favourite film star.

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She was thrilled! He smiled shyly at her –she was sure he did! – as she managed to take apicture of him to treasure forever.Back home she told everyone about her adventure and showed the picture to the filmstars many fans there. They were amazed and just couldn’t believe Anna’s luck!CSpending a lot of money is not the only way that make you look good. I think it is notnessecery to spend heap of money for fashion. You can also look good with your ownstyle. Fashion is changeble. There always have new style of fashion come in. It is notmean that you have to alway spend money for new arrive fashion. You would rather lookgood in your own style.In 2010 everyone has right to decide what they want to dress up. You don’t have toalway update and get in fashions. Find your own style. Think what you really want. Do notlet these fashions or fancy external stuffs influenced you.Woman have naturally beautifulness from inside. We just need some colour to make upus. Make up and dress up suitibly. We can use the method of mix and match. We canmatching our old clothes together to make up a new one.Spending too much money on fashion is worthless. You have right to have your ownfashion!© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Part 2 – Student’s Worksheet 2 www.teachers.cambridgeesol.orgPage 7 of 10

First for Schools Writing Paper: Part 2 – Student’s Worksheet 3Read the following text and complete the gaps with the words and phrases in the box.paragraphs middleadjectives and adverbs endput the events in a story in orderbeginning linking words and phrasesWhat makes a good story?A story should have a 1) ______________, a 2) ______________ and an 3) ____________.Think about how the story begins, the main events and how it ends. Do this4) ______________ starting to write your story. As with other types of writing, you shoulduse 5) ______________ to organise the text into sections.The short story tasks in the exam are based on a 6) ______________, which students haveto put at the beginning of their story. The story must be logically linked to this.Help the reader follow the narrative by introducing events and linking them together by using7) ______________, e.g. before, afterwards, while.In a narrative, it is important to use a variety of 8) ______________, e.g. past simple, pastcontinuous, past perfect, to 9) ______________ and to put them into perspective. Make thestory interesting by adding details and colour; e.g. expand short sentences by addingdescription, for example using 10) ______________.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Part 2 – Student’s Worksheet 3 www.teachers.cambridgeesol.orgPage 8 of 10

First for Schools Writing Paper: Part 2 – Sample TasksWriting œ Part 2Write an answer to one of the Questions 2 – 5 in this part. Write your answer in 120 – 180words in an appropriate style on the opposite page. Put the question number in the box at the topof page 7.Question 2You have seen this announcement in an international teen magazine.Write your article.Competition!

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The 21st-Century TeenagerWhat is the one thing a modern teenager should not bewithout?Computer? MP3 player? Mobile phone?You decide!The best article will be published in next month’s magazine.Question 3You have seen a story writing competition in an English-language magazine and you decide to enter.Your story must begin with this sentence:At last the weekend had arrived and Anna was both nervous and excited.Write your story.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFirst for Schools Writing Paper: Part 2 – Sample Tasks www.teachers.cambridgeesol.orgPage 9 of 10Question 4You have recently had a discussion in your English class about teenage fashions. Now yourteacher has asked you to write an essay, answering the following question. Do you think that you have to spend a lot of money on fashion to look good?Write your essay.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

Question 5Answer one of the following two questions based on one of the titles below.Write the letter (a) or (b) as well as the number 5 in the question box on the top of page 7.(a) Shakespeare: MacbethYou have seen the following announcement in an international school magazine.You have decided to write an article, using a character from the story of Macbeth.Write your article about a character in the story of Macbe h. t(b) Joe Simpson: Touching the VoidYour English class has had a discussion about what happens in Touching the Void.Now your teacher has given you this essay for homework:Simon and Joe have to make some difficult decisions inthe story of Touching the Void. Do you think they makethe right choices? Why? / Why not?Write your essay.Articles wanted!Tell us about a bad character in a story you know. What does this person do? Why does this person behave so badly? Is there something you like about this person?The writer of the best article will win £100 worth of books!First for Schools Writing Paper: Part 2 – Sample Tasks www.teachers.cambridgeesol.orgPage 10 of 10

-----------===========================================================FCE Writing Part 1 – teacher’s notesDescriptionA guided activity to help students understand Part 1 tasks in the FCE Writing paper.Time required: 75 minutes for class activities plus a maximum of 40 minutes for thewriting task (either in class or for homework).Additionalmaterialsrequired: sample part 1 task (FCE Handbook p.26), marking criteria (p.28)and sample answer script (FCE Handbook p.36 – a version is

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provided here, but it might be useful to take in your ownphotocopies from the Handbook).Aims: to help students understand the requirements of Part 1 tasks to help students understand the key content points of a samplePart 1 task to raise awareness of the assessment criteria to give students practice in writing a Part 1 taskProcedure1. Tell students they are going to look at Part 1 of the FCE Writing paper.2. Give each student a copy of worksheet 1 and ask them to complete the gap-fillactivity. They can work alone or in pairs.3. Check answers in class.4. Give students a copy of the sample Part 1 task (FCE Handbook p.26) and ask themto answer the questions on worksheet 2. This should be done individually. Studentscompare their answers with another student or other students when they havefinished.5. Check answers in class, dealing with any queries.6. Go through marking criteria (FCE Handbook p.28) with students (headings only andclarify them – this could be put on an OHT, including bands 1 - 5).7. Give students a copy of the sample answer script (FCE Handbook p.36) with theexaminer’s comments blanked out. Students should assess the sample answer inpairs and decide where each content point in the task is covered and what itdoes/doesn’t achieve. Give students 10 minutes to do this. Check ideas in class.8. Now give students a copy of the examiner’s comments. Ask them to read throughthe comments and find examples from the text to support each individual comment.Check answers in class.9. Now give students a copy of a different sample Part 1 question (you could use theemail task, FCE Handbook p.23). In pairs, ask them to read the question and decidewhich are the key parts of the question and underline them.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 1 – teacher’s notes www.teachers.cambridgeesol.orgPage 1 of 710. Now give each student a copy of worksheet 3 and ask them to address each of thepoints.11. Students discuss how to deal with the input notes with a partner before making aplan, and deciding on the organisation of their letter/email.12. Students think of appropriate phrases and decide on the register and style of theletter/email.13. Students write the letter/email either in class or for homework.Additional informationIf time is short, divide the activity over two sessions – stages 1-8 in the first session and 9-13in the next.Suggested follow-up activities/questions (and answers)Students could use the checklist in class to do a timed part 1 practice (allow 40 minutes forthis).© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 1 – teacher’s notes www.teachers.cambridgeesol.orgPage 2 of 7

FCE Writing Part 1– answer keysKey to Students’ worksheet 11. compulsory2. suitable3. letter or email-writing features4. based on input

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5. all points6. positive effectKey to Students’ worksheet 21. C2. C3. All options are reasons for writing4. B5. B© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 1 – teacher’s notes www.teachers.cambridgeesol.orgPage 3 of 7

FCE Writing Part 1 – Student’s Worksheet 1Complete the following guidelines for Part 1 with an appropriate word from the boxbelow. You can only use each word once. The first one has been done for you asan example.based on input all points compulsory positive effectletter or email-writing features suitableWhat is this task?It is important that the candidates understand the following points about Part 1:1. It is compulsory – you must answer it!2. The letter or email must be _______________ for the person you are writing to,depending on how well you know them.3. The letter or email should include normal ____________________ such as “Dear…” andTo:Subject:4. The letter or email has to be ____________________ in the form of text, notes andpossibly illustrations.5. ____________________ in the input must be covered in the candidate’s letter oremail.6. The aim of the task is to achieve a ____________________ on the target reader.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 1 – teacher’s notes www.teachers.cambridgeesol.orgPage 4 of 7

FCE Writing Part 1 – Student’s Worksheet 2Now look at the sample Part 1 question that your teacher will give you. Read the questioncarefully and answer the following questions:1. Who are you, the writer?a. a businessmanb. a worker in a summer holiday camp for childrenc. a friend of Andrew’s2. Who are you writing to?a. a businessmanb. a worker in a summer holiday camp for childrenc. an English-speaking friend3. Which of the following are reasons why you are writing (you may choose more than one)?a. to give the reader your opinion on an ideab. to give the reader some informationc. to respond to an invitationd. to ask for some more information4. How many points do you have to include?a. 5b. 4c. 3

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5. How many words should you write?a. Fewer than 120b. More than 150c. Between 120 and 150.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 1 – teacher’s notes www.teachers.cambridgeesol.orgPage 5 of 7Now, look at the sample script for this question and decide why it would receive a goodmark.Dear Andrew,Thank you for the letter. It Is a fantastic idea to start a business. I think inmy country this will be very good idea. So many people will come to use it.There are no other camp like this in Japan.In Japan summer holiday is very small becase all children have to study a lotof their homework so they have very short time to relax. But they likeoutdoor activities such as horse-ridding, trecking and so on. They will really beoverjoyed to come to your camp!I am very happy that you ask me to come to your first summer camp. I amfree and I’d really like to come and help you organise everything. Can you tellme more about some accommodation? Can I stay near your house in a nicehotel or will it be far away? I can’t wait to see you and your business. We willhave a very good time together I think.Best WishsMayumi© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 1 – teacher’s notes www.teachers.cambridgeesol.orgPage 6 of 7

FCE Writing Part 1 – Student’s Worksheet 31. Remember to read the instructions and text carefully. It can be useful to underlinethe important parts.2. Look for the answers to the following questions:• Who are you?• Who are you writing to?• Why are you writing?• How many points do you have to include?3. Remember to use your own words as far as possible. Avoid copying words andexpressions from the instructions, text or notes.4. Use your imagination but do not add too much extra information or you willprobably write too many words.5. Always make a plan before you start writing.6. Remember to follow the format of a letter or email (making it suitable for theperson you are writing to) and to divide your answer into clear paragraphs.7. Check you have included all the points in the input.8. Read through your answer before you finish this part.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 1 – teacher’s notes www.teachers.cambridgeesol.orgPage 7 of 7

FCE Writing Part 2 Articles Activity – teacher’s notesDescriptionA guided activity to help you and your students understand the article task. The activity looksat features of articles, how they are marked, and provides an example task to look at.Time required: 40-60 minutes plus a maximum of 40 minutes for the writing task.Additionalmaterialsrequired:

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noneAims: to help your students understand the requirements of the article task to raise awareness of the assessment criteria to give your students practice in writing an articleProcedure1. Tell your class that you are going to look at an article from Part 2 of the writing paper.2. Give each student a copy of worksheet 1 and ask them to complete the table. They canwork alone or in pairs.3. Check answers in class.4. Students now look at the sample question on worksheet 2 and discuss the planningquestions with another student. These questions are intended to help your students planand can be used every time they plan an article.5. Get some ideas in class, dealing with any queries.6. Students read the examiner’s criteria on worksheet 3 and see how similar their ownideas are to what is required. Stress that you will deal with paragraphing at a later date.The main aim here is for the students to have correctly identified the task e.g. write aboutone invention only, discuss its importance and its effect on the student’s daily life.7. Ask your students to read the sample answer and discuss as a class whether it fulfils theexaminer’s criteria. Direct the students to the examiner’s comments to check theseagainst their own ideas. Deal with any queries in class.8. Students write their own answer to the task. This can be done in class as a timed writingactivity or for homework.9. Once your students have written their articles, they bring them to class and read theirpartner’s work. They then discuss the similarities and differences between their work,give some feedback and check for any errors. They then make any final changes usingthe checklist on worksheet 3 before handing them in. This is an ideal opportunity to givethem practice in editing.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 1 of 7Optional extensionYour students could try to correct the mistakes in the sample script. Give them only 5–10minutes to do this, as in the exam candidates should plan to leave a few minutes at the endof the exam to check through their work for errors.Suggested follow-up activityStudents could try writing an article under timed conditions (40 minutes). See question 2on page 24 of the FCE handbook for a sample question and page 31 for a sample scriptand examiner comments.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 2 of 7

FCE Writing Part 2 Articles Activity– answer keysKey to Students’ worksheet 1Title Articles usually have a title. The title should be informative (give thereader an idea of the subject) and attractive (make the reader want toread the article).Opening The start of the article should be linked to the title, introduce the topicand engage the reader. Often, an article starts with a question whichintroduces the topic which will be discussed in the article.Paragraphs Should be clearly defined, not too long and clearly linked.Ending Should conclude the article.Register orStyleCould be light or serious (but should be consistent), depending on who

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the target reader is.May use some rhetorical questions e.g. Can you imagine a schoolwhere every student enjoys themselves?Range oflanguageProbably some use of descriptive language and language of opinion.Some examples.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 3 of 7

FCE Writing Part 2 Articles Activity – Students’ Worksheet 11. Look at the following table showing the features of an article. Complete the left-handcolumn with an appropriate word from the box below. You can use each word only once. Thefirst one has been done for you as an example.Ending Range of language Title OpeningRegister or Style ParagraphsTitleArticles usually have a title. The title should be informative (give thereader an idea of the subject) and attractive (make the reader want toread the article).The start of the article should be linked to the title, introduce thetopic and engage the reader. Often, an article starts with a questionwhich introduces the topic which will be discussed in the article.Should be clearly defined, not too long and clearly linked.Should conclude the article.Could be light or serious (but should be consistent), depending onwho the target reader is.May use some rhetorical questions: e.g. Can you imagine a schoolwhere every student enjoys themselves?Probably some use of descriptive language and language of opinionSome examples© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 4 of 7

FCE Writing Part 2 Articles Activity – Student’s Worksheet 2Now look at this question which appeared on a past paper. Does the answer fit thedescription of a good article? Why?/Why not?You have seen this notice in an international magazine.IMPORTANT INVENTIONS

Inventions have affected all our lives!Write us an article about one invention, explaining whyyou think it is important and saying how it has affectedyour own life.The best article will be published in the magazine.Write your article.Imagine you are going to answer this question. With a partner, discuss:• How many inventions are you going to write about? Which invention(s) would beinteresting to write about? What information must you include about theinvention(s)?• What title could you give for your article?• How are you going to introduce the topic?

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• How are you going to organise your ideas into paragraphs? What are you goingto write about first? Second?• Who is the reader? What style you will use? What type of language could youuse?• What register is appropriate?© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 5 of 7

FCE Writing Part 2 Articles Activity – Students’ Worksheet 3Now check your ideas with the examiner’s criteria for this task:CONTENTArticle should deal with one invention, explain why the writerthinks it is an important invention and say how that invention hasaffected the writer’s own life.RANGE Language of explanation.ORGANISATIONAND COHESIONAppropriate paragraphing and linking of the different parts of thearticle.APPROPRIACY OFREGISTER ANDFORMATMust be appropriate for an international magazine and consistentthroughout.TARGET READERWould have some information about the invention chosen, itsimportance in general and its effect on the writer’s life.3. Read through the sample answer below. How much of the examiner’s criteria does itfulfil? Do you think this answer would achieve a pass at FCE?FCE article – sample scriptImportant inventions.Nowdays, cars have become irreplaceable and people cannot stop using them. Carshave been invented to improve the quality of our lives but recently we have becomeaddicted to them.Not only do we use vehicles to do shopping but we also use them as the way oftravelling. Getting to work by using public transport is very difficult sometimes. and isalso depended on traffic. There are some other advantages of having a car such asspending less money on buses and trains.My life has changed since I collected my driving license. I have become moreindepended which is very important. I can decide the same day when I want to go andvisit my uncle, who lives in different town. Having a car also is needed if I want to geta good job.There are some disadvanteges to having a car such as pollution, increasing noise andnumber of accidents on the roads. I try not to go by car everywhere because I knowhow important is to take care of enviroment. From my point of view the age of driversis terrifing low. Young people are irresponsible and don't really care much aboutanything. Ohnestly, I think a car is a good invention but we need to think before usingit. The time goes so fast and must be aware of our future. However serious theproblem is, I don't think we can stop using car.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 6 of 7Now check your ideas with the examiner’s comments`CONTENT:

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Argument well developed.ACCURACY:Generally accurate – there are some errors, but they do not impede communication.RANGE:A good range of structure and vocabulary.ORGANISATION AND COHESION:Good linking.APPROPRIACY OF REGISTER AND FORMAT:Consistently appropriate.TARGET READER:Would be well informed. Band 44. Now write your article. When you have finished, check that you have done thefollowing:1. Does your article have a heading?2. Does the beginning of the article make it clear what it’s about?3. Is your article divided into paragraphs?4. Are the style and register consistent?5. Will the reader be interested in your article?6. Does your article include some description, opinions or examples?© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 7 of 7

FCE Writing Part 2 Articles Activity – teacher’s notesDescriptionA guided activity to help you and your students understand the article task. The activity looksat features of articles, how they are marked, and provides an example task to look at.Time required: 40-60 minutes plus a maximum of 40 minutes for the writing task.Additionalmaterialsrequired: noneAims: to help your students understand the requirements of the article task to raise awareness of the assessment criteria to give your students practice in writing an articleProcedure1. Tell your class that you are going to look at an article from Part 2 of the writing paper.2. Give each student a copy of worksheet 1 and ask them to complete the table. They canwork alone or in pairs.3. Check answers in class.4. Students now look at the sample question on worksheet 2 and discuss the planningquestions with another student. These questions are intended to help your students planand can be used every time they plan an article.5. Get some ideas in class, dealing with any queries.6. Students read the examiner’s criteria on worksheet 3 and see how similar their ownideas are to what is required. Stress that you will deal with paragraphing at a later date.The main aim here is for the students to have correctly identified the task e.g. write aboutone invention only, discuss its importance and its effect on the student’s daily life.7. Ask your students to read the sample answer and discuss as a class whether it fulfils theexaminer’s criteria. Direct the students to the examiner’s comments to check theseagainst their own ideas. Deal with any queries in class.8. Students write their own answer to the task. This can be done in class as a timed writingactivity or for homework.9. Once your students have written their articles, they bring them to class and read theirpartner’s work. They then discuss the similarities and differences between their work,

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give some feedback and check for any errors. They then make any final changes usingthe checklist on worksheet 3 before handing them in. This is an ideal opportunity to givethem practice in editing.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 1 of 7Optional extensionYour students could try to correct the mistakes in the sample script. Give them only 5–10minutes to do this, as in the exam candidates should plan to leave a few minutes at the endof the exam to check through their work for errors.Suggested follow-up activityStudents could try writing an article under timed conditions (40 minutes). See question 2on page 24 of the FCE handbook for a sample question and page 31 for a sample scriptand examiner comments.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 2 of 7

FCE Writing Part 2 Articles Activity– answer keysKey to Students’ worksheet 1Title Articles usually have a title. The title should be informative (give thereader an idea of the subject) and attractive (make the reader want toread the article).Opening The start of the article should be linked to the title, introduce the topicand engage the reader. Often, an article starts with a question whichintroduces the topic which will be discussed in the article.Paragraphs Should be clearly defined, not too long and clearly linked.Ending Should conclude the article.Register orStyleCould be light or serious (but should be consistent), depending on whothe target reader is.May use some rhetorical questions e.g. Can you imagine a schoolwhere every student enjoys themselves?Range oflanguageProbably some use of descriptive language and language of opinion.Some examples.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 3 of 7

FCE Writing Part 2 Articles Activity – Students’ Worksheet 11. Look at the following table showing the features of an article. Complete the left-handcolumn with an appropriate word from the box below. You can use each word only once. Thefirst one has been done for you as an example.Ending Range of language Title OpeningRegister or Style ParagraphsTitleArticles usually have a title. The title should be informative (give thereader an idea of the subject) and attractive (make the reader want toread the article).The start of the article should be linked to the title, introduce thetopic and engage the reader. Often, an article starts with a questionwhich introduces the topic which will be discussed in the article.Should be clearly defined, not too long and clearly linked.

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Should conclude the article.Could be light or serious (but should be consistent), depending onwho the target reader is.May use some rhetorical questions: e.g. Can you imagine a schoolwhere every student enjoys themselves?Probably some use of descriptive language and language of opinionSome examples© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 4 of 7

FCE Writing Part 2 Articles Activity – Student’s Worksheet 2Now look at this question which appeared on a past paper. Does the answer fit thedescription of a good article? Why?/Why not?You have seen this notice in an international magazine.IMPORTANT INVENTIONS

Inventions have affected all our lives!Write us an article about one invention, explaining whyyou think it is important and saying how it has affectedyour own life.The best article will be published in the magazine.Write your article.Imagine you are going to answer this question. With a partner, discuss:• How many inventions are you going to write about? Which invention(s) would beinteresting to write about? What information must you include about theinvention(s)?• What title could you give for your article?• How are you going to introduce the topic?• How are you going to organise your ideas into paragraphs? What are you goingto write about first? Second?• Who is the reader? What style you will use? What type of language could youuse?• What register is appropriate?© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 5 of 7

FCE Writing Part 2 Articles Activity – Students’ Worksheet 3Now check your ideas with the examiner’s criteria for this task:CONTENTArticle should deal with one invention, explain why the writerthinks it is an important invention and say how that invention hasaffected the writer’s own life.RANGE Language of explanation.ORGANISATIONAND COHESIONAppropriate paragraphing and linking of the different parts of thearticle.APPROPRIACY OFREGISTER ANDFORMATMust be appropriate for an international magazine and consistentthroughout.

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TARGET READERWould have some information about the invention chosen, itsimportance in general and its effect on the writer’s life.3. Read through the sample answer below. How much of the examiner’s criteria does itfulfil? Do you think this answer would achieve a pass at FCE?FCE article – sample scriptImportant inventions.Nowdays, cars have become irreplaceable and people cannot stop using them. Carshave been invented to improve the quality of our lives but recently we have becomeaddicted to them.Not only do we use vehicles to do shopping but we also use them as the way oftravelling. Getting to work by using public transport is very difficult sometimes. and isalso depended on traffic. There are some other advantages of having a car such asspending less money on buses and trains.My life has changed since I collected my driving license. I have become moreindepended which is very important. I can decide the same day when I want to go andvisit my uncle, who lives in different town. Having a car also is needed if I want to geta good job.There are some disadvanteges to having a car such as pollution, increasing noise andnumber of accidents on the roads. I try not to go by car everywhere because I knowhow important is to take care of enviroment. From my point of view the age of driversis terrifing low. Young people are irresponsible and don't really care much aboutanything. Ohnestly, I think a car is a good invention but we need to think before usingit. The time goes so fast and must be aware of our future. However serious theproblem is, I don't think we can stop using car.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 6 of 7Now check your ideas with the examiner’s comments`CONTENT:Argument well developed.ACCURACY:Generally accurate – there are some errors, but they do not impede communication.RANGE:A good range of structure and vocabulary.ORGANISATION AND COHESION:Good linking.APPROPRIACY OF REGISTER AND FORMAT:Consistently appropriate.TARGET READER:Would be well informed. Band 44. Now write your article. When you have finished, check that you have done thefollowing:1. Does your article have a heading?2. Does the beginning of the article make it clear what it’s about?3. Is your article divided into paragraphs?4. Are the style and register consistent?5. Will the reader be interested in your article?6. Does your article include some description, opinions or examples?© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Articles Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 7 of 7

FCE Writing Part 2 Essays Activity– teacher’s notesDescription

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A guided activity to help you and your students understand the essay task. The activity looksat features of essays, how they are marked and provides an example task to look at. Thereis also a checklist to help students plan and check the written work.Time required: 45–60 minutes plus a maximum of 40 minutes for the writing taskAdditionalMaterialsrequired: noneAims: to help your students understand the requirements of the essay task to raise awareness of the assessment criteria to give your students practice at writing an essayProcedure1. Tell your class that you are going to look at an essay from Part 2 of the writing paper.2. Organise a class discussion on shopping. Start by brainstorming ideas and vocabularyconnected to shopping. Use the list of questions in exercise 1 of worksheet 1 providedto elicit ideas.3. Write up any useful vocabulary and ideas on the board. Possible ideas could include:a) shopping centres/malls, supermarkets, superstores, factory outlets, local shops,specialist shops, etc.b) the internet, by catalogue, television sales, door-to-door salespeople, etc.c) to window shop, to buy the weekly/monthly necessities, to spend money, to stopbeing bored, to buy presents, to ask for advice, etc.4. Give students the exam question to read (exercise 2).5. If possible, divide students into two groups. One group should think of arguments forshops being open 24 hours/7 days a week. The other group should think of argumentsagainst the same suggestion.6. Put students into new pairs/groups (one/some students who have been thinking ofarguments for, with one/some students who have been thinking of arguments against.)They should now discuss the question and choose three ideas to support the statementand three ideas which don’t support the statement.7. Now give out worksheet 2 and ask students to quickly read the model text (exercise 3)to see what the writer’s opinion is, and to see how many of their ideas are mentioned.Feed back as a class.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.orgPage 1 of 68. Elicit that there are no paragraphs in the sample text and that it needs to be reorganisedinto four paragraphs. Students work in pairs to re-organise the text into fourparagraphs, completing the table on the worksheet.9. Each pair checks their answer with another pair. Then go through the answers in class.10. Elicit that the opening paragraph should establish the general topic of thecomposition and that the conclusion should give a balanced personal comment on thetopic. Explain that there is more than one way of structuring this essay:• introduction, arguments for, arguments against, conclusion• introduction, one argument for, several arguments against and obviousconclusion (as in the sample text here)• introduction, argument for or against only, conclusion11. Discuss the pros and cons of each approach.12. Students now look, in pairs, at the correctly paragraphed answer and discuss why theythink it got a good mark.13. Give students a copy of worksheet 3 (examiner comments). Tell them that this answerwas awarded a Band 4.14. Set the writing task for homework using the checklist on worksheet 4 as a guide. Theyshould have plenty of ideas to include. Note: Brainstorming ideas and vocabulary in this

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way is good preparation for any essay task.15. Once your students have written their essays, they bring them to class and read theirpartner’s work. They then discuss the similarities and differences between their work,give some feedback on each other’s essays and check for any errors before makingany final changes and handing them in.Suggested follow-up activities/questions (and answers)Students could try writing an essay under timed conditions (40 minutes). See question 2 onpage 27 of the FCE handbook for a sample question and page 39 for details of the markscheme.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.orgPage 2 of 6

FCE Writing Part 2 Essays Activity – Student’s Worksheet 1An essay is usually written for a teacher, perhaps as a follow-up to a class activity. It wouldprobably include some opinions and suggestions on the subject.Exercise 1Before you read the exam question discuss these questions:a) What different types of shop can you think of?………………………………………………………………………………………………………………………………………………………………………………………………………………b) What other ways of shopping can you think of where you do not have to enter a shop?………………………………………………………………………………………………………………………………………………………………………………………………………………Have you ever bought anything in any of these ways? Would you buy anything in thisway in the future?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………c) Why do people go to shops?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………d) What time are shops normally open in your country? Do all types of shops have thesame opening hours? Have you ever been shopping at an unusual time?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………e) Have you ever worked in a shop? Is being a shop assistant a good job? Why/why not?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Exercise 2Now read the question which appeared in a past paper.You have had a class discussion on shopping. Your teacher has now asked you to write an essay,giving your opinions on the following statement:Shops should be open 24 hours a day, seven days a weekWrite your essay.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.orgPage 3 of 6

FCE Writing Part 2 Essays Activity – Students’ Worksheet 2Exercise 3Now read an example answer to this question. Does the writer agree or disagree with the

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statement in the exam question? How many of your ideas does the writer mention?Should shops be open 24 hours a day, seven days a week? I totally disagree with it. Of course, ifshops were open all day all time, it would be very convenient for us. There are some times when wewant something suddenly, and how nice it would be if we could get that exact thing immediately! Butthink about the other aspect of it. If shops had to be open all the time, someone would have to workfor those shops. Then people would have fewer holidays because of the more work that has to bedone, and it would not be good for our mental health. What is more, to open the shops even at night,we would have to consume much more electric energy, and it is not environmental at all, needless tosay. Contrary, what we should do is to cut down our energy as much as possible to protect our earth.To sum up, shops should NOT be open 24 hours a day, seven days a week. I think we’d betterconsider about our environment first, before meeting our selfish and individual demands.Reorganise the text into suitable paragraphs and complete the table below.Paragraph First word(s) Last word(s)IntroductionShould shops...Second paragraphThird paragraphConclusion...individual demands.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.orgPage 4 of 6This is what the text should have looked like:Should shops be open 24 hours a day, seven days a week? I totally disagree with it.Of course, if shops were open all day all time, it would be very convenient for us. There aresome times when we want something suddenly, and how nice it would be if we could get thatexact thing immediately!But think about the other aspect of it. If shops had to be open all the time, someone wouldhave to work for those shops. Then people would have fewer holidays because of the morework that has to be done, and it would not be good for our mental health. What is more, toopen the shops even at night, we would have to consume much more electric energy, and itis not environmental at all, needless to say. Contrary, what we should do is to cut down ourenergy as much as possible to protect our earth.To sum up, shops should NOT be open 24 hours a day, seven days a week. I think we’dbetter consider about our environment first, before meeting our selfish and individualdemands.FCE Writing Part 2 Essays Activity – Students’ Worksheet 3The text was considered a very good answer for FCE level. Why? Compare your ideas withthe examiner’s comments:FCE essay – commentsLook at the analysis below:Content Essay argues against the suggestion. It includes oneadvantage and then builds up the disadvantages to support thewriter’s opinion.Organisation Very well organised. Sensible division into paragraphs.Introduction, main body and conclusion obvious.

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Clear development of viewpoint.Range Wide range of structures (e.g. conditionals) and vocabulary(meeting our … demands)Cohesion Good use of linkers (Then ... What is more, ... , To sum up, ...)and other phrases to link ideas together (But think about theother aspect of it.)Register Consistent register.Style Consistent style (conversational tone).Effect on target reader Would be informed and interested.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.orgPage 5 of 6

FCE Writing Part 2 Essays Activity – Students’ Worksheet 4Student checklist: writing an essay1. Think of ideas for and against the topic.2. Organise your writing; i.e. give it an introduction, a main body and a conclusion. Use theparagraph plan below to help you separate different ideas.3. Use linking words to link your ideas and develop your argument.4. Decide on the register and style, and remember to be consistent.5. Use a good range of structures and vocabulary to express your ideas.6. Remember to keep the target reader in mind.7. Remember to check your work.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoPage 6 of 6FCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.org

FCE Writing Part 2 Essays Activity– teacher’s notesDescriptionA guided activity to help you and your students understand the essay task. The activity looksat features of essays, how they are marked and provides an example task to look at. Thereis also a checklist to help students plan and check the written work.Time required: 45–60 minutes plus a maximum of 40 minutes for the writing taskAdditionalMaterialsrequired: noneAims: to help your students understand the requirements of the essay task to raise awareness of the assessment criteria to give your students practice at writing an essayProcedure1. Tell your class that you are going to look at an essay from Part 2 of the writing paper.2. Organise a class discussion on shopping. Start by brainstorming ideas and vocabularyconnected to shopping. Use the list of questions in exercise 1 of worksheet 1 providedto elicit ideas.3. Write up any useful vocabulary and ideas on the board. Possible ideas could include:a) shopping centres/malls, supermarkets, superstores, factory outlets, local shops,specialist shops, etc.b) the internet, by catalogue, television sales, door-to-door salespeople, etc.c) to window shop, to buy the weekly/monthly necessities, to spend money, to stopbeing bored, to buy presents, to ask for advice, etc.4. Give students the exam question to read (exercise 2).5. If possible, divide students into two groups. One group should think of arguments forshops being open 24 hours/7 days a week. The other group should think of argumentsagainst the same suggestion.6. Put students into new pairs/groups (one/some students who have been thinking of

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arguments for, with one/some students who have been thinking of arguments against.)They should now discuss the question and choose three ideas to support the statementand three ideas which don’t support the statement.7. Now give out worksheet 2 and ask students to quickly read the model text (exercise 3)to see what the writer’s opinion is, and to see how many of their ideas are mentioned.Feed back as a class.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.orgPage 1 of 68. Elicit that there are no paragraphs in the sample text and that it needs to be reorganisedinto four paragraphs. Students work in pairs to re-organise the text into fourparagraphs, completing the table on the worksheet.9. Each pair checks their answer with another pair. Then go through the answers in class.10. Elicit that the opening paragraph should establish the general topic of thecomposition and that the conclusion should give a balanced personal comment on thetopic. Explain that there is more than one way of structuring this essay:• introduction, arguments for, arguments against, conclusion• introduction, one argument for, several arguments against and obviousconclusion (as in the sample text here)• introduction, argument for or against only, conclusion11. Discuss the pros and cons of each approach.12. Students now look, in pairs, at the correctly paragraphed answer and discuss why theythink it got a good mark.13. Give students a copy of worksheet 3 (examiner comments). Tell them that this answerwas awarded a Band 4.14. Set the writing task for homework using the checklist on worksheet 4 as a guide. Theyshould have plenty of ideas to include. Note: Brainstorming ideas and vocabulary in thisway is good preparation for any essay task.15. Once your students have written their essays, they bring them to class and read theirpartner’s work. They then discuss the similarities and differences between their work,give some feedback on each other’s essays and check for any errors before makingany final changes and handing them in.Suggested follow-up activities/questions (and answers)Students could try writing an essay under timed conditions (40 minutes). See question 2 onpage 27 of the FCE handbook for a sample question and page 39 for details of the markscheme.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.orgPage 2 of 6

FCE Writing Part 2 Essays Activity – Student’s Worksheet 1An essay is usually written for a teacher, perhaps as a follow-up to a class activity. It wouldprobably include some opinions and suggestions on the subject.Exercise 1Before you read the exam question discuss these questions:a) What different types of shop can you think of?………………………………………………………………………………………………………………………………………………………………………………………………………………b) What other ways of shopping can you think of where you do not have to enter a shop?………………………………………………………………………………………………………………………………………………………………………………………………………………Have you ever bought anything in any of these ways? Would you buy anything in thisway in the future?………………………………………………………………………………………………………………………………………………………………………………………………………………

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………………………………………………………………………………………………………c) Why do people go to shops?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………d) What time are shops normally open in your country? Do all types of shops have thesame opening hours? Have you ever been shopping at an unusual time?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………e) Have you ever worked in a shop? Is being a shop assistant a good job? Why/why not?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Exercise 2Now read the question which appeared in a past paper.You have had a class discussion on shopping. Your teacher has now asked you to write an essay,giving your opinions on the following statement:Shops should be open 24 hours a day, seven days a weekWrite your essay.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.orgPage 3 of 6

FCE Writing Part 2 Essays Activity – Students’ Worksheet 2Exercise 3Now read an example answer to this question. Does the writer agree or disagree with thestatement in the exam question? How many of your ideas does the writer mention?Should shops be open 24 hours a day, seven days a week? I totally disagree with it. Of course, ifshops were open all day all time, it would be very convenient for us. There are some times when wewant something suddenly, and how nice it would be if we could get that exact thing immediately! Butthink about the other aspect of it. If shops had to be open all the time, someone would have to workfor those shops. Then people would have fewer holidays because of the more work that has to bedone, and it would not be good for our mental health. What is more, to open the shops even at night,we would have to consume much more electric energy, and it is not environmental at all, needless tosay. Contrary, what we should do is to cut down our energy as much as possible to protect our earth.To sum up, shops should NOT be open 24 hours a day, seven days a week. I think we’d betterconsider about our environment first, before meeting our selfish and individual demands.Reorganise the text into suitable paragraphs and complete the table below.Paragraph First word(s) Last word(s)IntroductionShould shops...Second paragraphThird paragraphConclusion...individual demands.

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© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.orgPage 4 of 6This is what the text should have looked like:Should shops be open 24 hours a day, seven days a week? I totally disagree with it.Of course, if shops were open all day all time, it would be very convenient for us. There aresome times when we want something suddenly, and how nice it would be if we could get thatexact thing immediately!But think about the other aspect of it. If shops had to be open all the time, someone wouldhave to work for those shops. Then people would have fewer holidays because of the morework that has to be done, and it would not be good for our mental health. What is more, toopen the shops even at night, we would have to consume much more electric energy, and itis not environmental at all, needless to say. Contrary, what we should do is to cut down ourenergy as much as possible to protect our earth.To sum up, shops should NOT be open 24 hours a day, seven days a week. I think we’dbetter consider about our environment first, before meeting our selfish and individualdemands.FCE Writing Part 2 Essays Activity – Students’ Worksheet 3The text was considered a very good answer for FCE level. Why? Compare your ideas withthe examiner’s comments:FCE essay – commentsLook at the analysis below:Content Essay argues against the suggestion. It includes oneadvantage and then builds up the disadvantages to support thewriter’s opinion.Organisation Very well organised. Sensible division into paragraphs.Introduction, main body and conclusion obvious.Clear development of viewpoint.Range Wide range of structures (e.g. conditionals) and vocabulary(meeting our … demands)Cohesion Good use of linkers (Then ... What is more, ... , To sum up, ...)and other phrases to link ideas together (But think about theother aspect of it.)Register Consistent register.Style Consistent style (conversational tone).Effect on target reader Would be informed and interested.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.orgPage 5 of 6

FCE Writing Part 2 Essays Activity – Students’ Worksheet 4Student checklist: writing an essay1. Think of ideas for and against the topic.2. Organise your writing; i.e. give it an introduction, a main body and a conclusion. Use theparagraph plan below to help you separate different ideas.3. Use linking words to link your ideas and develop your argument.4. Decide on the register and style, and remember to be consistent.5. Use a good range of structures and vocabulary to express your ideas.6. Remember to keep the target reader in mind.7. Remember to check your work.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoPage 6 of 6FCE Writing Part 2 Essays Activity– teacher’s notes www.teachers.cambridgeesol.org

FCE Writing Part 2 Short Stories Activity – teacher’s notes

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DescriptionA guided activity to help you and your students understand the short story task. The activitylooks at features of short stories, how they are marked, and provides an example task tolook at. There is also a checklist to help students plan and check their written work.Time required: 30–45 minutes plus a maximum of 40 minutes for the writing taskAdditionalmaterialsrequired:• noneAims: to help students understand the requirements of the short storytask to provide tips on getting inspiration and planning to raise awareness of the assessment criteria to give students practice in writing a short storyProcedure1. Tell your class that you are going to look at a short story from Part 2 of the Writingpaper.2. Give each student a copy of the activity worksheet and go through the What is thetask? section as a class.3. Students complete Exercise 1 (the gapfill) individually and then compare their answerswith another student. Check the answers as a class.4. Students now look at Exercise 2 (the sample question) and discuss the planningquestions with another student. These questions are intended to help your students findinspiration and can be used every time they plan a story. N.B. In some questions,candidates may be required to finish their story with a fixed sentence. Stress that theymust carefully read the question.5. Get some ideas for the story in class, dealing with any queries.6. Ask your students to read the sample answer (Exercise 3) and discuss as a classwhether it fits the description of a good story. Ask the class whether they think thesample answer would pass the exam. Direct the students to the examiner’s comments tocheck. Deal with any queries in class.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 1 of 77. Students write their own answer to the task, using the checklist in Exercise 4 to helpthem. This can be done in class as a timed writing activity or for homework.8. Once your students have written their short stories, they bring them to class and readtheir partner’s work. They discuss the similarities and differences between their work,give some feedback and check for any errors. They then make any final changes beforehanding them in. This is an ideal opportunity to give them practice in proofing.Optional extensionYour students could try to correct the mistakes in the sample script. Give them only 5–10minutes to do this, as in the exam candidates should plan to leave a few minutes at the endof the exam to check through their work for errors.Suggested follow-up activities/questions (and answers)Students could try writing a short story under timed conditions (40 minutes). See question 4on page 24 of the FCE handbook for a sample question and page 33 for a sample answerand examiner comment.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 2 of 7

FCE Writing Part 2 Short Stories Activity – answer keysKey to Classroom Activity - Exercise 11) beginning

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2) middle3) end4) before5) paragraphs6) prompt sentence7) linking words and phrases8) verb tenses9) sequence10) adjectives and adverbs© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 3 of 7

First Certificate Writing Short Stories Activity – Student’sWorksheetWhat is the task?A short story would be written for a magazine or collection of short stories. The typical readermight be another student or an enthusiast for a certain type of fiction. The writer might bewriting for a fee or in the hope of winning a prize – the main reason for writing would be toget the interest of the reader. When writing a story, you have to find inspiration and details tomake your story colourful, realistic and interesting for the reader.Exercise 1Read the following text and complete the gaps with the words and phrases in the box.paragraphs middle adjectives and adverbs endsequence beginning linking words and phrasesprompt sentence before verb tensesWhat makes a good story?A story should have a 1) ______________, a 2) ______________ and an3) ______________. Think about how the story begins, the main events and how it ends. Dothis 4) ______________ beginning to write your story. As with other types of writing, youshould use 5) ______________ to organise the text into sections.The short story tasks in the exam are based on a 6) ______________, which students haveto put at the beginning or the end of their story. The story must be logically linked to this.Help the reader follow the narrative by introducing events and linking them together by using7) ______________, e.g. before, afterwards, while.In a narrative, it is important to use a variety of 8) ______________, e.g. past simple, pastcontinuous, past perfect, to 9) ______________ the events in a story and to put them intoperspective. Make the story interesting by adding details and colour; e.g. expand shortsentences by adding description, for example using 10) ______________.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 4 of 7Exercise 2Now look at this question which appeared on a past paper.Your English teacher has asked you to write a story for the college magazine. Your storymust begin with the following words:Alice knew that it was going to be a very special day for her.Write your story.Imagine you are going to answer this question. It is useful to make a plan for the story. Witha partner, discuss the questions below as a starting point:• What should my first sentence be?• What is the special day?o Birthday?o Exam?

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o Taking part in a competition?o Something else?• Who are the characters?o Age?o Occupation?o Relationship?• How can I describe them?o Physical description?o Character?• Where does the story take place?o Which country?o In the town or countryside?o Indoors or outside?• Which events in your story are you going to describe?o The events leading up to the prompt sentence?o The events following the prompt sentence?• When does the story take place?o In modern times/in the past/in the future?o In winter/summer etc.?o During the day/at night?© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 5 of 7Exercise 3Read through the sample answer below. Does it fit the description of a good story?Why?/Why not? Do you think this answer would achieve a pass at FCE?FCE short story – sample scriptAlice Knew that it was going to be a very special day for her.She knew her name as she had been hearing it for the last nine months.She thought it was a beautiful name and she felt very happy each time somebody saidher name.That day she felt really strange, she moved as she never did before. The mostconfussing thing was that even though, it had been her room, her space she felt shedidn't fix there any more as she was bored with the same things all the time.Suddenly, she started hearing people shouting like in a real rush but happy at the sametime; she hasn't any idea about what was going on in that external world and her desiresof getting out of that unbearable place were increasing each time. She had to work veryhard for it but finally she succeed, she did, she was out. It was like a shock but a greatadventure and she just cryed and cryedNow she is at home with her parents who take care of her all the time. Besides she hasbring a lot of happiness to many other people. Certainly it was a very special day.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 6 of 7Check your ideas with the examiner’s comments.Writing a short story – commentsCONTENT:A very original idea for the storyACCURACY:A number of errors (especially tenses) keep it out of Band 5.RANGE:The range of structures and vocabulary is good.ORGANISATION AND COHESION:It makes sense and is well-organised as a story.

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APPROPRIACY OF REGISTER AND FORMAT:AppropriateTARGET READER:Would be able to follow the storyline.Band 4Exercise 4Now write your short story. When you have finished, check that you have done thefollowing:1. Does your story have a beginning, a middle and an end?2. Is your story well-organised? i.e. does it have clear paragraphs?3. Are the events in your story linked clearly? i.e. have you used linking words?4. Is the sequence of events in your story clear? i.e. have you used a variety of verbtenses?5. Does your story include interesting details?6. Will the reader be interested in your story?7. Will the reader understand and follow the story?8. Have you checked your writing?© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 7 of 7

FCE Writing Part 2 Short Stories Activity – teacher’s notesDescriptionA guided activity to help you and your students understand the short story task. The activitylooks at features of short stories, how they are marked, and provides an example task tolook at. There is also a checklist to help students plan and check their written work.Time required: 30–45 minutes plus a maximum of 40 minutes for the writing taskAdditionalmaterialsrequired:• noneAims: to help students understand the requirements of the short storytask to provide tips on getting inspiration and planning to raise awareness of the assessment criteria to give students practice in writing a short storyProcedure1. Tell your class that you are going to look at a short story from Part 2 of the Writingpaper.2. Give each student a copy of the activity worksheet and go through the What is thetask? section as a class.3. Students complete Exercise 1 (the gapfill) individually and then compare their answerswith another student. Check the answers as a class.4. Students now look at Exercise 2 (the sample question) and discuss the planningquestions with another student. These questions are intended to help your students findinspiration and can be used every time they plan a story. N.B. In some questions,candidates may be required to finish their story with a fixed sentence. Stress that theymust carefully read the question.5. Get some ideas for the story in class, dealing with any queries.6. Ask your students to read the sample answer (Exercise 3) and discuss as a classwhether it fits the description of a good story. Ask the class whether they think thesample answer would pass the exam. Direct the students to the examiner’s comments tocheck. Deal with any queries in class.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.org

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Page 1 of 77. Students write their own answer to the task, using the checklist in Exercise 4 to helpthem. This can be done in class as a timed writing activity or for homework.8. Once your students have written their short stories, they bring them to class and readtheir partner’s work. They discuss the similarities and differences between their work,give some feedback and check for any errors. They then make any final changes beforehanding them in. This is an ideal opportunity to give them practice in proofing.Optional extensionYour students could try to correct the mistakes in the sample script. Give them only 5–10minutes to do this, as in the exam candidates should plan to leave a few minutes at the endof the exam to check through their work for errors.Suggested follow-up activities/questions (and answers)Students could try writing a short story under timed conditions (40 minutes). See question 4on page 24 of the FCE handbook for a sample question and page 33 for a sample answerand examiner comment.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 2 of 7

FCE Writing Part 2 Short Stories Activity – answer keysKey to Classroom Activity - Exercise 11) beginning2) middle3) end4) before5) paragraphs6) prompt sentence7) linking words and phrases8) verb tenses9) sequence10) adjectives and adverbs© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 3 of 7

First Certificate Writing Short Stories Activity – Student’sWorksheetWhat is the task?A short story would be written for a magazine or collection of short stories. The typical readermight be another student or an enthusiast for a certain type of fiction. The writer might bewriting for a fee or in the hope of winning a prize – the main reason for writing would be toget the interest of the reader. When writing a story, you have to find inspiration and details tomake your story colourful, realistic and interesting for the reader.Exercise 1Read the following text and complete the gaps with the words and phrases in the box.paragraphs middle adjectives and adverbs endsequence beginning linking words and phrasesprompt sentence before verb tensesWhat makes a good story?A story should have a 1) ______________, a 2) ______________ and an3) ______________. Think about how the story begins, the main events and how it ends. Dothis 4) ______________ beginning to write your story. As with other types of writing, youshould use 5) ______________ to organise the text into sections.The short story tasks in the exam are based on a 6) ______________, which students haveto put at the beginning or the end of their story. The story must be logically linked to this.

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Help the reader follow the narrative by introducing events and linking them together by using7) ______________, e.g. before, afterwards, while.In a narrative, it is important to use a variety of 8) ______________, e.g. past simple, pastcontinuous, past perfect, to 9) ______________ the events in a story and to put them intoperspective. Make the story interesting by adding details and colour; e.g. expand shortsentences by adding description, for example using 10) ______________.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 4 of 7Exercise 2Now look at this question which appeared on a past paper.Your English teacher has asked you to write a story for the college magazine. Your storymust begin with the following words:Alice knew that it was going to be a very special day for her.Write your story.Imagine you are going to answer this question. It is useful to make a plan for the story. Witha partner, discuss the questions below as a starting point:• What should my first sentence be?• What is the special day?o Birthday?o Exam?o Taking part in a competition?o Something else?• Who are the characters?o Age?o Occupation?o Relationship?• How can I describe them?o Physical description?o Character?• Where does the story take place?o Which country?o In the town or countryside?o Indoors or outside?• Which events in your story are you going to describe?o The events leading up to the prompt sentence?o The events following the prompt sentence?• When does the story take place?o In modern times/in the past/in the future?o In winter/summer etc.?o During the day/at night?© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 5 of 7Exercise 3Read through the sample answer below. Does it fit the description of a good story?Why?/Why not? Do you think this answer would achieve a pass at FCE?FCE short story – sample scriptAlice Knew that it was going to be a very special day for her.She knew her name as she had been hearing it for the last nine months.She thought it was a beautiful name and she felt very happy each time somebody saidher name.That day she felt really strange, she moved as she never did before. The most

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confussing thing was that even though, it had been her room, her space she felt shedidn't fix there any more as she was bored with the same things all the time.Suddenly, she started hearing people shouting like in a real rush but happy at the sametime; she hasn't any idea about what was going on in that external world and her desiresof getting out of that unbearable place were increasing each time. She had to work veryhard for it but finally she succeed, she did, she was out. It was like a shock but a greatadventure and she just cryed and cryedNow she is at home with her parents who take care of her all the time. Besides she hasbring a lot of happiness to many other people. Certainly it was a very special day.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 6 of 7Check your ideas with the examiner’s comments.Writing a short story – commentsCONTENT:A very original idea for the storyACCURACY:A number of errors (especially tenses) keep it out of Band 5.RANGE:The range of structures and vocabulary is good.ORGANISATION AND COHESION:It makes sense and is well-organised as a story.APPROPRIACY OF REGISTER AND FORMAT:AppropriateTARGET READER:Would be able to follow the storyline.Band 4Exercise 4Now write your short story. When you have finished, check that you have done thefollowing:1. Does your story have a beginning, a middle and an end?2. Is your story well-organised? i.e. does it have clear paragraphs?3. Are the events in your story linked clearly? i.e. have you used linking words?4. Is the sequence of events in your story clear? i.e. have you used a variety of verbtenses?5. Does your story include interesting details?6. Will the reader be interested in your story?7. Will the reader understand and follow the story?8. Have you checked your writing?© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoFCE Writing Part 2 Short Stories Activity – teacher’s notes www.teachers.cambridgeesol.orgPage 7 of 7© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further informationsee our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoKET Reading & Writing Part 1 – Teacher’s Notes www.teachers.cambridgeesol.orgPage 1 of 6

KET Reading & Writing Part 1 – Teacher’s NotesDescriptionIn this activity, students read notices from different locations to practise reading for gist andexplore the use of paraphrasing. They then look at a sample task from the exam.Time required: 30 minutesMaterialsrequired: Student’s Worksheet Sample taskAims: to familiarise students with Part 1 KET Reading & Writing

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to highlight the importance of identifying context for Part 1 to practise paraphrasing and understanding gistProcedure1 Ask students in which places they expect to see notices. Write students’ ideas on theboard with each one as the heading for a separate column (5 or 6 columns are enough). Ifstudents do not suggest ‘college’ or ‘station’, add these to the board.2 Ask students what kind of notices they have seen in college (suggestions may include:the date and cost of a trip, who to ask for information about a sports competition, etc.)Write these under ‘college’ on the board. See if students have suggestions for notices forthe other places they have mentioned.3 Give out the student’s worksheet and look at Exercise 1. Explain any unknownvocabulary. Ask students to organise the notices into the 3 columns. By doing this,students are reading for the gist meaning of the notices, which is one of the testingfocuses of this part and a good strategy for the exam. Students will also find it useful inthe exam if they can identify the location of a notice, as this provides support forunderstanding a notice.4 Ask students to compare their answers with a partner, then check as the whole class. Seekey below.5 Write the following on the board:Go here if you have lost something.¨ (A) Found – student’s bag – see MrsWade in the office6 Check that students understand that these two sentences mean the same – explain theimportance of the underlined words (lost/found are opposites; something/bag go from thegeneral to the specific). In the exam the tested words are usually paraphrased andtherefore students need to recognise different ways of communicating meaning. Givestudents some other examples from the worksheet if necessary. For example, differentways of expressing obligation (modal verb, negative imperative); synonyms.7 Ask students to look at Exercise 2 on the worksheet and to match the sentences with thenotices from the ‘college’ group in Exercise 1. The first one has been given as an© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further informationsee our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoKET Reading & Writing Part 1 – Teacher’s Notes www.teachers.cambridgeesol.orgPage 2 of 6example. Then ask them to compare their answers with their partner before checking withthe whole class. See the key below.8 Hand out the sample task, and allow a few minutes for students to read through beforeasking the following questions:i. How many sentences are there? (5, plus one example)ii. How many notices are there? (8. This means there are two notices which arenot needed. These will probably have some links to one or more of the sentences,so candidates need to be sure they select the best answer based on the meaningof the whole notice, not just one or two words. E.g., 2/D: “police cars” is not thesame as “you must not drive fast”.)iii. Where should you write your answers? (On the answer sheet, in pencil, butyou can also make notes on the question paper. You may want to discusswhether students prefer to transfer their answers straight away or do this at theend.)iv. Are there any difficult words in any of the notices? (Yes, there may be, e.g.“crossroads”. This is because as far as possible, authentic texts are used in thispart. However, point out that the general meaning of the notice is still clear even ifyou don’t know exactly what a crossroads is.)Suggested follow-up activities1. Ask students to write a short sentence to describe each notice in the group about travel.Remind them not to use the same words.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further informationsee our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoKET Reading & Writing Paper Part 1 Overview – Answer Keys www.teachers.cambridgeesol.orgPage 3 of 6

KET Reading & Writing Paper Part 1 Overview – Answer Keys35

Key to Student’s Worksheet Exercise 1Notices found in acollege Notices about travel Notices about musicA B DC F FE G IH J KKey to Student’s Worksheet Exercise 21. Go here if you have lostsomething(A) Found – student’s bag – see Mrs Wade inthe office2. You must walk in this place. (E) No running in college hall3. You should put things back inthe right place.(I) Study centre – please return all books tocorrect shelf4. These students do not have alesson.(C) Year 12: no Maths class today – teacher illKey to Sample Task1 E 2 A 3 H 4 C 5 G© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further informationsee our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoKET Reading & Writing Paper Part 1 – Student’s Worksheet www.teachers.cambridgeesol.orgPage 4 of 6

KET Reading & Writing Paper Part 1 – Student’s WorksheetExercise 1Put the notices below into three groups. The notices may be from the same location or they may beabout the same topic.A Found – student’s bag – see Mrs Wade in the officeB Passengers only through this gate – have your ticket readyC Year 12: no Maths class today – teacher illD Low prices on latest CDs – next two weeks onlyE No running in college hallF Save money – buy a weekly travel ticketG Piano for sale – nearly new - call 238776H Station café open all day – opposite ticket officeI Study centre – please return all books to correct shelfJ March 4 - Jose Rodriguez plays Spanish guitar – students half-priceK You must pay £5 extra to take bicycles on this trainL No tickets left for next month’s rock concertNotices in a college Notices about travel Notices about musicAExercise 2Match the notices from a college with the sentences 1–4 below. Underline the important words thathelp you match the notice with the correct sentence. Question 1 has already been done for you.S1 Go here if you have lost something. ¨ (A) Found – student’s bag – see Mrs Wade in the office2 You must walk in this place. ¨3 You should put things back in the right place. ¨4 These students do not have a lesson. ¨© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further informationsee our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoKET Reading & Writing Paper Part 1 – Sample Task www.teachers.cambridgeesol.orgPage 5 of 6

KET Reading & Writing Paper Part 1 – Sample TaskQuestions 1-5Which notice (A-H) says this (1-5)?For questions 1-5, mark the correct letter A-H on your answer sheet.

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Example:0 You can eat here in the mornings. Answer:_____________________________________________________________________________0 A B C D E F G H1You should not swim here.ADANGEROUS CROSSROADS

SLOW!2You must not drive fast here.B3You can play football here afterlessons.CAdults - £2.50HALF PRICE FOOTBALL SHIRTS –SALE MUST END THIS AFTERNOONSWIMMING POOLOPEN AFTERNOONS4It is cheaper to buy things today thantomorrow.DPOLICE CARS ONLY5You can drive here next week.EFDANGER!DO NOT GO INTO THE WATERBREAKFAST SERVED7.00 - 10.00GROAD CLOSEDUNTIL WEEKENDSCHOOL SPORTS CLUBNOW OPEN IN THE EVENINGS!H© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further informationsee our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoKET Reading & Writing Paper Part 1 – Sample Task www.teachers.cambridgeesol.orgPage 6 of 6

Skills for Life L1 Speaking and ListeningOverview – teacher’s notesDescriptionStudents consider the issues surrounding listening in English and factors which can affectunderstanding. They learn about the format of the Speaking and Listening test. They thendiscuss the role of discussion and identify various relevant language functions.Time required: 35 minutesMaterialsrequired:Student’s Worksheet 1 (enough for half the class)Student’s Worksheet 2 (enough for half the class)Student’s Worksheet 3 (1 per student)

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Aims: to encourage students to reflect on their experience of listening inEnglish to familiarise students with the overall format of the Skills for LifeLevel 1 Speaking and Listening test to familiarise students with various language functions relevant tospeakingProcedure1. As a lead in, ask students what they listen to in English. List what they say on thewhiteboard. If the following aren’t mentioned, ask if anyone listens to them, and ifso, add them to the list: films (in the cinema or on DVD), TV programmes, CDs,songs on the radio, speech on the radio, live singing, lectures and talks (includingtraining events), seminars (work or study based), conversations in socialsituations (e.g. college canteen, pubs).2. In pairs, students discuss what helps them to understand what they hear. Feedback their ideas, including or eliciting the following:• being interested in the topic • little or no background noise• having some knowledge of thetopic• sound quality on TV or in cinema• the number of topic changes • speed of delivery• only one person speaking at once • accent/clarity of speech3. Establish that it’s not necessary to understand every word of what you hear to beable to follow a talk or conversation. If necessary, explain that experiments haveshown that people can understand their native language even if they don’t heareverything – e.g. if there’s background noise and they can only hear half thewords. In a foreign language you need to hear a higher proportion of words, but© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoSkills for Life L1 Speaking and Listening Overview – teacher’s noteswww.teachers.cambridgeesol.orgPage 1 of 6certainly not all. Point out that effective listening is active – the brain needs to beengaged, and thinking about what’s said, what might be said, and words it hasn’theard. Predicting what might be said is something we often do subconsciously inour own language and it aids understanding. In another language, we often haveto practise this skill.4. Explain that the Speaking and Listening test focuses on everyday language andthe types of listening and speaking skills that students are likely to need. Theyare now going to find out what they have to do in the Speaking and Listening test.5. Put students into pairs, student A and student B. Give Student’s Worksheet 1 toevery student A and Student’s Worksheet 2 to every student B. Explain that oneach worksheet they have some incomplete information about the Speaking andListening test, and their partner has the missing information. They should taketurns to ask questions that will elicit the information they need, with student Aasking the first question. Encourage them to formulate complete andgrammatically correct questions.6. Feed back answers. (See Key to Student’s Worksheets 1 and 2).7. Point out that students at Level 1 are expected to be able to engage in discussionwith one or more people in familiar and unfamiliar situations. They should be ableto make clear and relevant contributions that respond to what others say andproduce a shared understanding about different topics. In Phase 2, part 2 of thetest, candidates need to discuss ideas. Write ‘giving an opinion’ on thewhiteboard and establish that this is one way of engaging in a discussion. Elicit afew other functions. Accept any that might be relevant to discussion.8. Give each student a copy of Student’s Worksheet 3. Explain that it contains part

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of a discussion between two students. Students should work in pairs. First theyread the discussion aloud, then match each sentence with the most appropriatefunction from the box. Point out that these aren’t the only functions in discussion.Check the answers. (See Key to Student’s Worksheet 3).9. Point out that these and other functions form part of the skill of interactivecommunication, which is one of the criteria assessed in the Speaking part of thetest. Write ‘interactive communication’ on the whiteboard. Ask which otheraspects of speaking they think are assessed and write the correct answers(grammar, vocabulary, pronunciation) on the whiteboard.10. Explain that the examiners assess students on those four areas throughout thetest.Additional informationPast papers are available at:https://www.teachers.cambridgeesol.org/ts/exams/generalenglish/sfllevels12Further information about assessment can be found in the Skills for Life Handbook, p.35.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoSkills for Life L1 Speaking and Listening Overview – teacher’s noteswww.teachers.cambridgeesol.orgPage 2 of 6

Skills for Life L1 Speaking and ListeningOverview – answer keysKey to Student’s Worksheets 1 and 2 (keys are in bold)General:1. The Speaking and Listening test takes 24 to 25 minutes.2. There are usually two students taking the test together.3. There are two examiners. One of them says hello then listens.There are two main parts to the test: Phase 1 and Phase 2.Phase 1, part 1:4. The discussion lasts 2 minutes.5. The topic is chosen by the examiner.Phase 1, part 2:6. Each candidate gives a presentation lasting two minutes.7. The topic is the same as in Phase 1, part 1.8. Each candidate responds to a different statement.9. You have one minute for preparation.10. Each candidate makes comments or asks questions about what they’ve heard.Phase 2, part 1:11. You are asked a few questions about one or two short recordings, which you hearonce.Phase 2, part 2:12. You and the other candidate have a two-minute discussion about a topic related tothe listening task.Key to Student’s Worksheet 31 B 2 I 3 C 4 F 5 J6 G 7 D 8 H 9 E 10 A© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoSkills for Life L1 Speaking and Listening Overview – answer keyswww.teachers.cambridgeesol.orgPage 3 of 6

Skills for Life L1 Speaking and ListeningOverview – Student’s Worksheet 1Work with a partner. Take turns to ask questions which will give you the information youneed to complete these sentences. You should start by asking a question that will give youthe information to complete the first gap.

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General:1 The Speaking and Listening test takes …………………… .2 There are usually two students taking the test together.3 There are …………………… examiners. One of them says hello then listens.There are two main parts to the test: Phase 1 and Phase 2.Phase 1, part 1:4 The discussion lasts 2 minutes5 The topic is chosen by …………………… .Phase 1, part 2:6 Each candidate gives a presentation lasting two minutes.7 The …………………… is the same as in Phase 1, part 1.8 Each candidate responds to a different statement.9 You have one minute for …………………… .10 Each candidate makes comments or asks questions about what they’ve heard.Phase 2, part 1:11 You are asked a few questions about one or two short …………………… , which youhear once.Phase 2, part 2:12 You and the other candidate have a two-minute discussion about a topic related to thelistening task.© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoSkills for Life L1 Speaking and Listening Overview – Student’s Worksheet 1www.teachers.cambridgeesol.orgPage 4 of 6

Skills for Life L1 Speaking and ListeningOverview – Student’s Worksheet 2Work with a partner. Take turns to ask questions which will give you the information youneed to complete these sentences. Your partner will start.General:1 The Speaking and Listening test takes 24 to 25 minutes.2 There are usually …………………… students taking the test together.3 There are two examiners. One of them says hello then listens.There are two main parts to the test: Phase 1 and Phase 2.Phase 1, part 1:4 The discussion lasts …………………… .5 The topic is chosen by the examinerPhase 1, part 2:6 Each candidate gives a …………………… lasting two minutes.7 The topic is the same as in Phase 1, part 1.8 Each candidate responds to …………………… .9 You have one minute for preparation10 Each candidate makes …………………… or asks questions about what they’ve heard.Phase 2, part 1:11 You are asked a few questions about one or two short recordings, which you hearoncePhase 2, part 2:12 You and the other candidate have a two-minute discussion about a topic related to the…………………… .© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoSkills for Life L1 Speaking and Listening Overview – Student’s Worksheet 2www.teachers.cambridgeesol.orgPage 5 of 6

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Skills for Life L1 Speaking and ListeningOverview – Student’s Worksheet 3Hear is part of a conversation between two students, Cristina and Sasha, about services thatthey think should be provided in a town or other local area.Label each sentence (1-10) with the most appropriate function (A-J) from the list in the box.Use each function once only.Cristina: What services do you think are important in a local area? 1 _____Sasha: Perhaps we should take turns to come up with a service. 2 _____Cristina: Do you mean we should each suggest something, and make a listof them all? 3 _____Sasha: Yes. That way we’ll probably end up with quite a long list. 4 _____Cristina: I’d rather we discussed each idea as it comes up, instead of writingit down. 5 _____Sasha: OK, well I think communities need plenty of opportunities for adultsto continue learning. 6 _____Cristina: Up to a point, although there has to be a demand for adult courses,or it isn’t worth running them. 7 _____Sasha: Surely if the opportunities are provided and advertised, people willstart using them. 8 _____Cristina: I’m not so sure you can create a demand like that. 9 _____Sasha: Ah well, perhaps you’re right. 10 _____A Agreeing F Expressing future probabilityB Asking for an opinion G Giving an opinionC Asking for clarification H PersuadingD Commenting I Suggesting a course of actionE Disagreeing J Stating a preference© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfoSkills for Life L1 Speaking and Listening Overview – Student’s Worksheet 3www.teachers.cambridgeesol.orgPage 6 of 6

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